The Texas Plan Developing a Common Vision for Early by cio18038

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									        The Texas Plan
Developing a Common Vision for
  Early Childhood Education
          Community Meetings
     October through December 2004
     Dallas, Austin, Houston, Weslaco,
              El Paso, Abilene
   History of TECEC and The Texas Plan:
                  2002
• Hogg Foundation hosted statewide meetings
  – Goal: Working to ensure access to quality early care and
    education for all children in Texas
• Austin-based strategy committee
  – Outcome: Grant submitted to recruit funding and staff
• CDF-Texas statewide conference
  – Priority Issues:
  1) Working poor families are losing ground in terms of their
    access to early childhood education;
  2) Early Childhood Education quality is threatened; and
  3) Existing resources must be maximized
   History of TECEC and The Texas Plan:
                 2003-2004
• Texas Early Childhood Education Coalition began efforts
  – Mission: To build a system of quality early care and education
    that prepares children in Texas for success in their education
    and life
• Capitol Press Conference and Rally to Launch Coalition
• Statewide Strategy Meeting
• Established Joint Initiative with the Texas Program for
  Society and Health
• Statewide Summit in January of 2004
• Series of 6 Community Meetings October-December
• In 2004, Coalition staff conducted more than 40
  presentations in over 13 communities throughout Texas
                Agenda
• Edition 2 of The Texas Plan
• Open Discussion
• Working Lunch: Policy and Political
  Landscape
• Open Discussion
• Small Group Work and Reports
• Next Steps: Community Perspectives
        Purpose of Meeting

• Refinement of The Texas Plan Edition 2
  for wide distribution in January 2005

• Identify initial implementation steps of
  The Texas Plan
The Earliest Years in a Child’s Life are Key to
 Predicting Later Success in School and Life.

 • School Success
   – Higher math and reading scores and higher high
     school graduation and college attendance rates
   – Lower incidence of grade retention and dropout
     rates
   – Fewer referrals to special education
 • Life Success
   – More home ownership and higher incomes
   – Lower crime and unemployment rates
   – Fewer and later teen pregnancies
A High Quality ECED system, just like roads and bridges,
 is part of the infrastructure for economic development.

 ―Early childhood investments make more sense than spending on
   venture capital funds, subsidizing new industries such as
   biotechnology, building new stadiums or providing tax
   incentives for businesses‖
                  --Federal Reserve Bank of Minneapolis

 ―We should be investing in high quality early childhood
  development programs to improve the quality of life of millions
  of our children, to reduce crime, to make the workforce of the
  future more productive, and to strengthen our economy.‖
                 --Economic Policy Institute
          ECED: A National Movement
Federal
• #1 Goal of National Education Goals Panel: School
  Readiness
• No Child Left Behind Education Reform Act
• Good Start, Grow Smart Early Childhood Initiative
State
• Texas State Center for Early Childhood Development based
  in Houston
• Senate Bill 76 passed in the 78th Legislative Session
• The Texas Plan: Enhancing Early Childhood Education and
  Development
Local
• City Plans
• Coalition Building
• Partnerships with Business Community
                   The Texas Plan
      Statewide Early Education & Development
               System (Texas SEEDS)
Policy Areas:
1.    Governance, Administration, and Technical Resources
2.    Financing
3.    Facilities and Physical Arrangement of Spaces
4.    Teachers: Professionalization and Compensation
5.    Early Childhood Education Sites: Standards and Assessments
6.    The Child: Learning Standards and Assessments
7.    Parental Roles
8.    Family Income Support
9.    Physical and Mental Health
10.   Community Roles
             The Texas Plan
       Statewide Early Education &
    Development System (Texas SEEDS)

• Policy Area I: Governance and
  Administration

• Policy Area II: Finance

• Policy Area III: Facilities
 Knowledge Base for The Texas Plan
  Statewide Early Education and
   Development System SEEDS

• Science of Brain Development
• Interventions that are Effective
• Returns from ECED Investment
• Development over the Lifecourse
CASCADING
EFFECTS OF
ENHANCED
   ECED

   A LIFE-
  COURSE
PERSPECTIVE
       8 Distinctive Guiding Principles
           The Texas Plan SEEDS
• Life Course Approach (Cascade)
• All Children 0-5
• All Provider Forms
• All Provider Forms Have Equal Requirements
• All Provider Forms Reimbursed Equally per Child
  Enrolled
• Family Co-Pay on Sliding Scale with Income
• Parent Choice: 1) To enroll or not; 2) Specific Site
• Integrate a Large, Diverse Public-Private Program
Governance, Administration, and
     Technical Resources
• A Commission
• The Administration
• Technical Resources
• Districts
• Financing
            Financing

• State Revenues
• Federal Funds
• Private Funds
• Public Funds
• A Special Study of Financing
      Facilities and Physical
      Arrangement of Spaces

• Facility Needs

• Interior Design of Facilities
   Teachers: Professionalization and
            Compensation

Objective:
To adopt a research-based set of uniform standards
 that defines the optimum training and professional
 development of teachers of early childhood
 education and development and to adopt salary and
 benefit structures that elevate early childhood
 teachers to a level of professionalization worthy of
 the great importance of their work for children,
 families and for society as a whole.
         Policy Recommendations for
               ECED Teachers
• Propose standards for training, professionalization, and
  compensation of ECED teachers and a plan for
  administration, monitoring and enforcement of standards
• Propose accreditation of qualified ECED training
  programs and certification of the skill levels of teachers
• Expand teacher training
• Include relevant on-the-job training and years of
  experience
• Recommend adequate teacher compensation including
  benefits
   Early Childhood Education Sites:
     Standards and Assessments

Objective:
Establish a statewide, transparent, consumer oriented
 quality assessment system to monitor progress of
 ECED sites towards reaching standards in all
 dimensions of program. Routine quality
 assessment should become a principal tool for
 continuous improvement, for gauging a program’s
 effectiveness in reaching the standards, and for
 specifying the technical assistance from which an
 early education center might benefit.
    Policy Recommendations for Early
             Childhood Sites

• Develop a quality assessment system
• Apply standards and assessments to all providers
• Recommend centralized funding and
  administration of system
• Recommend related program components critical
  to child development be assessed
• Maintain individual site innovation
 The Child: Learning Standards and
            Assessments
Objective:
To establish approved 1) learning standards for
 ECED (including expected child outcomes in each
 of the five dimensions of school readiness); 2)
 health standards including health status
 monitoring, health services, nutrition, healthy
 lifestyle learning and adoption; and 3) outcomes
 assessment system.
 Policy Recommendations for Learning
      Standards and Assessments
• Develop standards and assessments and health
  screening guidelines appropriate to the child’s age
  and development
• Train teachers in use of standards
• Recommend health screenings
• Monitor progress of children
• Conduct child assessments
• Develop taskforce to assess suitability of application
  of standards for children with special needs
• Create comprehensive ECED data monitoring system
     Strengthening Families and
            Communities

• Parental Roles
• Family Income Support
• Physical and Mental Health
• Community Roles
     The Life of Anne and her son Jon
Anne is a single mother with one 4-year-old child by the name
  of Jon. Anne has a high school degree and works full-time
   at a retail store for $16,000 a year, along with a part-time
  job three days a week. She has health insurance for herself
    but it would have cost $350 a month to add Jon, so she
  could not afford it and have enough left over for essentials
        such as groceries, so she signed him up for CHIP.
     Unfortunately, when the rules changed for CHIP, Jon
 became one of the 150,000 children who no longer qualified
      for benefits. Although Jon is enjoying school at Mini
   Munchkin Preschool, his teachers have noticed that he is
   further behind than the rest of the students and even after
    six months of being enrolled , he still isn’t catching up.
             Policy Area VII
             Parental Roles
Objective
To adopt policies that:
• Facilitate parental involvement in their
  child’s preschool experiences
• Assist with acquiring the knowledge and
  skills of early childhood learning and
  parenting that can be carried over into the
  home environment
Policy Recommendations
    for Parental Roles


 Parent as Teacher
 Parent as Learner
Parent as Advocate
           Policy Area VIII
        Family Income Support
Objective:

To eliminate poverty or otherwise
     inadequate incomes in all
    families having a child or
  children below the age of five.
   IMPOVERISHED HOUSEHOLDS

• Severe economic hardship
• Inadequacies in food and shelter
• Lack of toys to learn by
• Mental distress of poverty
           Poverty Hurts Children

Math Scores at ages 7 to 8             5 test points lower

Reading Scores at ages 7 to 8          4 test points lower

Repeated a grade                       2 times more likely

Expelled from school                   3.4 times more likely

Being a dropout at ages 16-24          3.5 times more likely

Finishing a four-year college degree   ½ as likely
      Policy Recommendations
     for Family Income Support

• Working Wage
• Welfare Work Exemption
• Financial Literacy
• Individual Development Accounts
     Physical and Mental Health

Objective:
To protect the physical and mental health of
 preschool children by strengthening the
 capacity of preschool in PREVENTION,
 early DETECTION, and curative
 TREATMENT of disorders that if
 undetected or ignored could interfere with
 learning and development.
       Policy Recommendations
    for Physical and Mental Health

• Health Screening and Referrals
• Child Health Consultants
• Services for Children with Disabilities
• Healthcare Insurance for All Children
              Community Roles




                         Objective:
To expand the community’s ideas about and engagement with
   early childhood education and development so that every
  child’s well being becomes the public concern of the entire
    community in addition to a private issue for parents and
                           families.
       Policy Recommendations
        for Community Roles
• Public Education
• Community Based ECED Resource and
  Referral Agencies
• Home-Based ECED
• Single Point of Access for families
• Child Impact Assessment
The Texas Plan IS an Effort to Promote:
 • Universal access to quality early care
   and education programs
 • Universal access to health care
 • Work based self-sufficiency
 • Public-private partnerships at state and
   local level
 • A ten-year timeline with incremental
   implementation steps
      The Texas Plan Is Not:
• Mandatory pre-k
• One size fits all
• An effort to limit parent choice
• An effort to take away scarce existing
  resources from any existing early care
  and education delivery system or health
  and human services
• A large federal or state bureaucracy
            Open Discussion
• After reading this Plan, what questions do
  you still have?
• What elements of the Plan do you see as the
  biggest hurdles?
• What elements of the Plan do you see as
  most important?
• What has been left out of this long-term
  vision?
Policy and Political Landscape
           in Texas

 How it Relates to Early Childhood
   Education and Development
        78th Legislative Session Recap
• $10-$16 billion dollar budget shortfall
• Cost shifting to local communities
   – Target for local child care matching dollars in 2004-2005
     is $16 million above what it was for 2002-2003
• Cuts to prevention and early intervention programs
   – Parents as Teachers
• Cuts to child care quality initiatives
   – Local communities struggling to continue quality
     initiatives
   – Number of caregivers trained through TWC is projected
     to fall from 79,888 in 2003 to 10,000 in 2004
        78th Legislative Session Recap

• Access to child care for low-income families not
  receiving welfare is at risk
  – To date in Texas in 2004, 31,313 children are on
    waiting lists for child care subsidies, projected total for
    entire year is 36,431
• Reorganization and reduction of government
  – 12 health and human agencies are downsized into 4
  – By fiscal year 2005, there will be 4,900 fewer state
    workers than in 2003
78th Legislative Session Recap


       Senate Bill 76!!!
 Texas Early Education Model
            (TEEM)

Report Outlining Initial Results:
http://www.uth.tmc.edu/circle/
Looking Ahead to 79th Legislative Session
Challenges
• June 2004 state agencies asked to cut budgets by 5%
• Public school finance—changes in the tax structure
• Push for privatization

Opportunities
• Build from the work of Senate Bill 76
• Bipartisanship
• Public School Finance
• Partnerships with business community
• Coalition building
      Looking Ahead to 2005

• Head Start
• Child Care Development Block Grant
  (CCDBG)
• Temporary Assistance for Needy
  Families (TANF)
         Changing Face of Texas
• Texas is one of the top ten largest states by
  population
• Texas has the second largest child population in
  US
• Texas had the fastest growing child population in
  US between 2000-2003
• 1 in every 12 children born in US is born in Texas
• By 2040, school enrollment is projected to double
             2000-01 Dropouts
• Total Dropouts = 17,563
  – Economically Disadvantaged Dropouts = 6,534
  – Special Education Dropouts = 2,942

• Nearly 80% of the students who dropped out were
  overage for their grade, indicating they were likely
  retained one or more times over their school
  careers.


                            Source: Texas Education Agency
        2002-2003 First Grade Enrollment
                                      Houston      Dallas     Austin

% African American               28%            27%         13%

% Hispanic                       61%            66%         55%

% Native American                0%             0.3%        .2%

% Asian/Pacific Islander         2.9%           1.2%        3.2%


% White                          8.5%           6.1%        29%

% Limited English Proficient 41%                48%         29%


Source: Texas Education Agency
         Pay Now or Pay More Later
•Despite research, early care and education programs are
under-funded and only serving a portion of eligible
children
•Of the 10 least literate cities in the US, Texas has 5:
Arlington, Garland, San Antonio, Corpus Christi and El
Paso
•Every $1 publicly invested in quality early care and
education saves the community between $7 and $8
dollars
              DRAFT Policy Priorities
               For Discussion Only
• Expansion of Texas Early Education Model Demonstration
  Project and School Readiness System
• Appoint blue ribbon commission to study early childhood
  education and development infrastructure and funding
• Improve quality through professional development of providers
• Create a single point of access for families coupled with parent
  education
• Develop early childhood education data collection system and
  link with k-12
• Promote full-day, full-year quality preschool through
  collaborative partnerships with Independent School Districts,
  community-based Child Care and Head Start centers
           Open Discussion

• What are your thoughts on these policy
  recommendations?
• What are we leaving out?
• What are the first policy steps in taking
  this vision on paper to a reality?
       Small Group Work

Think beyond your lifetime if you
want to accomplish something truly
worthwhile.
                 --Walt Disney
       Small Group Reports


The time is always right to do what is
                right.
            -Martin Luther King Jr.
RECOMMENDATIONS DEVELOPED
  OUT OF SMALL GROUP WORK


 Full analysis of community perspectives has
              not been completed
      Local recommendation reports
             COMING SOON!
          Statewide Resources
• Texas Early Childhood Education Coalition
  http://www.tecec.org
• Texans Care For Children
  http://www.texanscareforchildren.org
• Children’s Defense Fund Texas
  http://www.cdftexas.org
• Center for Public Policy Priorities
  http://www.cppp.org
• United Ways of Texas http://www.uwtexas.org
                          James A. Baker III
Texas Early Childhood     Institute for Public Policy-MS 40
Education Coalition       Texas Program for Society and
                          Health, Rice University
Kaitlin Graham Guthrow    PO Box 1892
Kara Johnson              Houston, Texas 77005
316 West 12th, Ste. 105   Ph. 713.348.2194
Austin, Texas 78701
Ph. 512.476.7939          Dr. Alvin Tarlov
www.tecec.org             Atarlov@rice.edu

                          Dr. Marion Coleman
                          Mtcoleman@austin.rr.com

								
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