[PDF] - Dinner and Dialogue OCTOBER 2, 2018 WELCOME! PLEASE SIGN IN, VISIT PDF Document

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Dinner and Dialogue

OCTOBER 2, 2018 WELCOME! PLEASE SIGN IN, VISIT THE RESOURCE TABLES, AND FIND A SEAT

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STARTING EARLY AND FOLLOWING THROUGH

INVESTING IN PRENATAL – THIRD GRADE PROGRAMS

Allison Wilson, PhD Assistant Professor, Early Childhood Education Eastern Washington University, Education Department

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WHAT’S YOUR WHY? RETURN ON INVESTMENT

(So urc e : Garc ía, Jo rg e L uis, Jame s J. He c kman, Dunc an E rmini L e af, and María Jo se ́ Prado s, (2016). “T he L ife -c yc le Be ne fits o f an I nflue ntial E arly Childho o d Pro g ram,” NBE R Wo rking Pape r w22993, Natio nal Bure au o f E c o no mic Re se arc h.)

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STARTING EARLY PAYS OFF….

60 to 70 percent of the socioeconomic status gap in

achievement at age fourteen in the United States can be attributed to differences already present at school entry1

Quality early learning produces permanent boosts in IQ

and social-emotional skills2

Providing early health and learning from birth produces

13% return on investment per child, significantly higher than just investing in preschool alone2

These returns are higher than previous estimates of 7-

10% annual ROI for preschool due to the first time ever calculation of health benefits2

(So urc e 1: Bradb ury, B., & Co rak, M. (2015). T

o many c hildre n le ft b e hind: T

he U.S. ac hie ve me nt g ap in c o mparative pe rspe c tive . Ne w Yo rk: Russe ll Sag e F

undatio n.)

(So urc e 2: Garc ía, Jo rg e L uis, Jame s J. He c kman, Dunc an E rmini L e af, and María Jo se ́ Prado s, (2016). “T he L ife -c yc le Be ne fits o f an I nflue ntial E arly Childho o d Pro g ram,” NBE R Wo rking Pape r w22993, Natio nal Bure au o f E c o no mic Re se arc h.)

A STRONG FINISH…

Array of programs available to make sure

that students graduate from high school and that those who want to enroll in college are prepared to do so and supported when they do

Spending on state-funded preschool

alone has grown from $2.4 billion in 202 to more than $7.6 billion in 2017 (NIEER,

2017 State of Preschool Annual Report)

Only 13 states and the District of

Columbia require schools to offer full- day kindergarten (Quality Counts 2018)

YAY Washington!

STARTING EARLY

TACKLING BOTH ENDS OF THE EDUCATION SPECTRUM…

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IMPACT OF STARTING EARLY…

Participants in ECE programs had an…

8.1 percentage-point reduction in special education

placement

8.3 percentage-point reduction in grade retention

compared to their peers

11.4 percentage-point increase in high school

graduation Results suggests benefits of early childhood education programs do, in fact, persist beyond the preschool year

(So urc e : Mc c o y, D. C., Yo shikawa, H., Z io l-Gue st, K. M., Dunc an, G. J., Sc hindle r, H. S., Mag nuso n, K., . . . Sho nko ff, J. P. (2017). I mpac ts o f E arly Childho o d E duc atio n o n Me dium- and L

ng -T

e rm E duc atio nal Outc o me s. E duc atio nal Re se arc he r,46(8), 474-487. do i:10.3102/0013189x17737739)

“PRESCHOOL ISN’T AN INOCULATION: WHAT COMES NEXT MATTERS”

“In a new study out of the University of Virginia, The role of elementary school quality in the persistence of preschool effects, the authors find that the quality of the elementary school students matriculate into matters for whether pre-K gains persist. Which makes sense, right? It is unrealistic to expect the benefits gained in any one year of schooling to be maintained in a low-quality setting. In fact, the authors suggest that to believe so would be ‘to believe in magic.'”

(So urc e : T he P-3 E arly L e arning Hub : Sc ho o l, Co mmunity, and Partne rships fo r Yo ung Childre n, April 25, 2018) (So urc e : Ansari, A., & Pianta, R. C. (2018). T he ro le o f e le me ntary sc ho o l q uality in the pe rsiste nc e o f pre sc ho o l e ffe c ts. Childre n and Yo uth Se rvic e s Re vie w,86, 120-127. do i:10.1016/j.c hildyo uth.2018.01.025)

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10/9/2018 8 A POWERFUL CONVERGENCE: COMMUNITY SCHOOLS AND EARLY CHILDHOOD EDUCATION

“ The most successful elementary schools partner with community

rganizations to support young

children and their families beginning in early childhood”

(Source: Jacobson, D. (2018). A powerful convergence. Phi Delta Kappan,99(5), 19-24. doi:10.1177/0031721718754803)

CONTINUITY ACROSS P-3

A nationally representative survey of more than 530

current or recent K-3 teachers was published by the National Association for the Education of Young Children (NAEYC)

2/3 of the teachers who were surveyed viewed

themselves as “early childhood educators” with the numbers highest among kindergarten teachers (93%), dropping to 52% among 3rd grade teachers

76% of K-3 teachers supported the creation of a

unified aligned system of early childhood education from birth to age 8

(So urc e : Hinto n, M. (2018, May 29). Surve y o f K

3 T

e ac he rs F inds Affinity with Pre sc ho o l Co lle ag ue s. E duc atio n We e k, 37(33), pp. 15.)

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START INVESTING EARLY AND FOLLOW THROUGH

Investing in…
Early health and family support

programs

High-quality preschool programs
Early childhood professional

development

Unified, aligned P-3 systems
Full day kindergarten
Reduced K-3 class sizes….

Pays Off!

THANK YOU

Allison Wilson, PhD Assistant Professor, Early Childhood Education Eastern Washington University, Education Department awilson28@ewu.edu 509.359.7021

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Number of areas in which students demonstrate characteristics

f entering kindergarteners

0 of 6 5.8%

5.8%

1 of 6 5.9%

5.9%

2 of 6 6.9%

6.9%

3 of 6 8.1%

8.1%

4 of 6 10.5

10.5%

5 of 6 16.1

16.1%

6 of 6 46.7

46.7%

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Fall 2017 NEWESD 101 Regional Data

It Matters!

Development and Learning Standards Met Standard ELA Percent Met Met Standard in Math Percent Met 0 of 6 226 14.59 304 19.78 1 of 6 350 18.17 491 25.48 2 of 6 497 21.92 660 29.19 3 of 6 747 26.41 977 34.61 4 of 6 1212 33.09 1479 40.42 5 of 6 2493 41.83 2916 48.98 6 of 6 8053 62.60 8810 68.43 Students exhibiting kindergarten readiness in mathematics are 66% more likely to meet the standards on 3rd grade Math SBA Students exhibiting kindergarten readiness in Literacy are 66.5% more likely to meet the standard

n 3rd grade ELA SBA

Students who are ready for kindergarten in more areas of development are more likely to meet math and reading standards in 3rd grade.

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Response to date: Statewide and Regional Efforts

Early Numeracy support for families, childcare providers, and P‐3

teachers

Early Learning Fellows
9 school districts, EWU, CCS, CME, SCLD, ECEAP
Ongoing support for schools, districts and teachers within early

learning collaboration and preschool programming

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Classroom Ready Resources

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Community & Collaboration

KSPS Education www.ksps.org/education/

http://www.pbs.org/teacherline/

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Courses for PreK & Early Elementary Educators Social Emotional Resources

www.sesamestreetincommunities.org

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Sesame Street In Communities

www.sesamestreetincommunities.org

Additional Resources

KSPS Education (Families & Early Learning)

https://www.ksps.org/education/

PBS LearningMedia

http://pbslearningmedia.org

PBS TeacherLine

http://www.pbs.org/teacherline/

Sesame Street in Communities

https://sesamestreetincommunities.org/

PBS KIDS Learn

http://pbskids.org/learn/

Contact: Bukola Breczinski, Education Director Email: bukola.Breczinski@ksps.org Phone: 509‐443‐7748

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https://www.scld.org/preschoolers‐get‐ready‐for‐school‐with‐stem‐kits‐from‐the‐library/

Choose one person to be your table facilitator
Use the questions provided to discuss early

learning partnerships, school readiness and kindergarten transition.

Facilitator records responses and feedback
Enjoy your meal! We are glad you are here!

Dinner and Dialogue

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Thank you for being here tonight! We appreciate your partnership in this work. Please use the supplied index cards to share the following before you go:

1. What is one take away for you this evening?
2. What would you like to learn about at our next Dinner and Dialogue. Please

provide any suggestions.

3. Who else should be invited?
4. Any other questions or feedback

For questions or support please contact Rachel Eifler reifler@esd101.net

Save the Date: Dinner and Dialogue March 5, 2019