“The Wonder of Learning The Hundred Languages of Children” in … · 2016-10-24 · Language,...

Monterey County Report June 2016 p. 1

“The Wonder of Learning -The Hundred Languages of Children” in Monterey County, California

with Dialogues for Quality in Education:

"Valuing Early Childhood: An Invitation for Community Dialogue"

June 2016 Report submitted by Beth Reeves-Fortney, Director of Programs, First 5 Monterey County

First 5 Monterey County (F5MC) hosted “The Wonder of Learning - The Hundred Languages of Children" exhibition in Monterey County from June 15 – November 15, 2011 at the National Steinbeck Center in Salinas, California. This report focuses on the on-going work of F5MC with professional development experiences and advocacy/policy work which are aligned with and inspired by the values of the Reggio Emilia approach. This report will cover the period from November 2014 through June 30, 2016.

Dialogues Around Quality

How did “The Wonder of Learning – The Hundred Languages of Children” exhibit and the NAREA Professional Development Series provoke dialogues around quality in early childhood education in your community?

F5MC implements strategies aligned with values for reflective practice, dialogue and cross-disciplinary relational work. The following activities related to capacity building/professional development as well as advocacy and policies were implemented between November 2014 and June 30, 2016:

on –site Technical Assistance (TA) to Centers: on-site collaboration with 54 classrooms to explore quality in early childhood education;

collaborative work and training among TA Consultants related to documentation and reflective strategies;

cross-dialogue study groups and cross-center visits among TA projects;

seminar series open to TA project and other F5MC funded project participants;

two countywide seminars open to the public with presentations by educators involved in F5MC Technical Assistance projects;

mental health consultation to selected family child care providers and preschool classrooms;

bi-monthly reflective meeting for family child care providers;

monthly reflective supervision groups for TA Site Supervisors;

quarterly reflective meetings with TA Administrators;

reflective supervision sessions for TA Consultants;

training in relational work for Playgroup facilitators and start-up of regular reflective supervision for playgroup projects;

participation among cross-disciplinary service providers in Infant-Family Early Childhood Mental Health (IFECMH) training and small reflective supervision groups;

advocating for school districts to include early care and education in their Local Control Funding Formula (LCFF) process;

participation in collaborative efforts to develop a Monterey County Quality Rating and Improvement System (QRIS) ;

staffing and financial support for Bright Beginnings (formerly the Early Childhood Development Initiative) of the Monterey County Children’s Council - a countywide strategic vision, road map, and action plan for resources and services for young children using a collective impact strategy; and

collaboration with countywide efforts to achieve early childhood development goals.


Collaborative Participation How did the exhibit and the professional development series strengthen the collaborative participation of educators, families, administrators, community members and/or government leaders in the dialogue about early childhood education in your community?

Seminars and capacity building activities implemented by F5MC bridge practical as well as theoretical information. A diverse group of educators and service providers participate in cross-disciplinary activities and initiatives. They are developing connections and relationships as well as shared understanding and skills related to work with children ages prenatal to five and their families. The following professional development activities were implemented by F5MC between November 2014 and June 30, 2016:

Cross-Center Trainings for Technical Assistance projects:

July, 31, 2015 - Desired Results Developmental Profile (DRDP) 2015

The DRDP 2015 is an assessment instrument aligned with the California Department of Education’s Early Learning and Development Foundations. It is required for use in state preschool as well as Head Start classrooms. The tool is administered in natural settings through teacher observations, family observations, and examples of children’s work. The tool requires ongoing documentation of children’s knowledge and skills in everyday environments with a focus on eight developmental domains. F5MC TA Consultants provided on-site follow-up to this training to look at the systems in a program/classroom related to observing and documenting the work of children and to support collaborative discussions among classroom teachers to support in-depth analysis of their documentation of anecdotes and examples of children’s work.

January 16, 2105 – Finding Sanity in Sanitation: How to use Environmental Rating Scale resources to provide a healthy environment for children and providers.

Many programs in Monterey County (and elsewhere!) struggle with health-related quality indicators on the Early Childhood Environment Rating Scale Revised (ECERS-R), especially those related to handwashing and meals. This session was designed for early childhood program administrators to review the detailed requirements in this rating tool and to engage in the reality of the classroom with a hands-on experience of implementing each of the quality requirements as they prepared their food, tables and hands as a part of sharing a dinner together. The administrators then discussed sustainable solutions within the context of the many systems that affect the implementation of quality health practices while also maintaining the requirements for supervision and sitting together to “maintain a pleasant social atmosphere and social conversation.”

March and April, 2015 - I Saw You: The Child’s Search for Identity

Presentations and group dialogues implemented at each TA program explored strategies to support the development of the child’s identity. This presentation draws upon the work of the F5MC Summer Bridge program supporting strong relationships and complex play with specific strategies for developing each child's sense of self that can be used in any program. This work was also presented at the WOL Five-State Study Group seminar held in Albuquerque October 23 - 25, 2014.

Success in School Readiness

“The new understanding that social/emotional readiness is a potent predictor of academic and life success is refocusing our efforts to help children grow in this important developmental domain.” “How children feel is as important as how they think, particularly with regard to school readiness.” Neurons to Neighborhoods: The Science of Early Childhood Development, National Research Council Report, 2000


Ages and Stages Questionnaire (ASQ) ASQ is a screening tool used by early educators, parents and caregivers to determine a child’s progress and detect developmental delays. The use of ASQ3 and ASQ Social-Emotional (ASQ-SE2) are included as a criteria for the Quality Rating and Improvement System (QRIS – see the Advocacy section of this report). F5MC presented a training conducted in Spanish on February 15 and in English on March 24, 2016.

Language, relationship and communication in the family child care home.

Family child care providers working with the F5MC Special Needs Initiative came together with their consultants to explore the role of relationship, responsiveness to children’s interests in developing communication and language. They are continuing to explore this topic in their work with on-site support and video feedback. This bilingual (Spanish/English) training was based on the work of The Hanen Centre® based in Ontario, Canada.

Creative Materials Series

One of the most appreciated shared experiences among the TA projects is the implementation of hands-on exploration of expressive materials. Materials exploration workshops are developed in collaboration with Susan Paull, F5MC TA Consultant, artist and educator. Participants receive materials to begin explorations with children in their classrooms.

August 29, 2015 -From Mark Making To Drawing

Educators explored drawing as a way to simply enjoy the process of making marks as well as to explore and express ideas and learn about and carefully notice particular things. Through hands-on experiences participants explored the trajectory of skills related to drawing. Materials were given to participants for continued exploration in their classrooms with the support of a TA Consultant.

October 10, 2015 – From Drawing to Writing Participants in the drawing seminar series explored the ways young children develop expertise in writing skills as they continue with the joy of drawing.

April 2, 2016 - Twist and Turn: Exploring Wire with Young Children

Participants discovered the unique qualities of wire such as flexibility, rigidity, and thickness and discovered ways to connect, shape, wrap, and hang things using a variety of wire.

Sensory Processing Series

September 2015 – April 2016: Sensory Processing, Language and Play A series of four trainings with Dr. Martha Moore1 was designed for a diverse range of early educators and interventionists to explore the ways in which children process or handle the information their senses take in. Through lecture, reflection, group interaction and active experiences and movement participants learned about sensory processing differences and how to observe, identify, and respond to children’s behaviors from a sensory processing perspective. The participants included classroom teachers, therapists, playgroup facilitators, TA Consultants and home visitors.

1 Dr. Martha Moore is a licensed clinical psychologist with expertise in the areas of parent-infant relationship and attachment;

therapeutic parenting; infants-toddlers with high risk medical diagnoses, developmental disabilities, and other special needs. She provides relationship-based services to children, families, and to the organizations which serve these families. She is experienced in providing technical assistance to a variety of infant-toddler programs and child care centers, including work as a F5MC Technical

Assistance Consultant.

“Every child has an appetite for sensory nourishment. Inner drive, or self-motivation, urges him to participate actively in experiences that promote sensory processing. In daily life, he explores the environment, tries new activities, and strives to meet increasingly complex challenges. Mastering each new challenge makes him feel successful, and success gives him the confidence to forge ahead.”

-Carol Stock Kranowitz, M.A. (2005,

p.67)


Reflection questions for the May 30, 2015 seminar:

What are the many possibilities that children see and discover in everyday materials and experiences?

How do children transform whatever they come across with their curiosity and imagination?

What is the role of unstructured and unhurried time in supporting exploration?

What role do emotions play in the children's experiences?

What role do space and materials play in engaging and sustaining children's imagination?

How do the educators reflect on their own intentions and strategies to support and deepen explorations and relationships?

How do the educators reflect on the child's thinking and feelings?

How do the educators share experiences with parents?

Infant psychology teaches us that

Knowledge is

Shared Creativity in

Movement, with

Interest and

Affection.

Colwyn Trevarthen, 2014

Spring Seminars

Seminar presentations are developed and implemented by TA educators in collaboration with their TA Providers to deepen and integrate their understandings of best practices for supporting young children and families. Our small groups with two-hour sessions are designed to allow participants to take the time to "slow down" and wonder about the work they are doing.

May 30, 2015 – F5MC Spring Seminar: Wondering With Children: Exploring New Possibilities

May 21, 2016 – F5MC Spring Seminar: Curiosity and Context: Opportunities for Learning

Please see Appendix A for description of seminar sessions.

Infant Family Early Childhood Mental Health Initiative

The F5MC Infant-Family Early Childhood Mental Health (IFECMH) training series continues into its fourth year with approximately 150 cross-disciplinary professionals serving children ages 0 - 5 and their families in Monterey County. F5MC, in collaboration with WestEd Center for Prevention and Early Intervention and The Early Intervention Services Department of UCSF Benioff Children's Hospital Oakland, designed an intensive training series open to a broad range of practitioners and early educators in Monterey County. The trainings support a family-centered, culturally and developmentally appropriate, relationship-based approach for serving young children and their families.


Capstone Leadership Series This year the IFECMH training initiative offered Capstone Leadership opportunities for participants who have achieved endorsement or who are in the process of applying for endorsement. Capstone participants received special training in facilitating small group case conferences and some worked with Dr. Heffron in planning an individual project in their program or the community. These opportunities are designed to expand and deepen skills in consultation, facilitation and training.

Reflective Supervision training series: November 12, 2015 – "Reflective Supervision & Practice Part I and January 14, 2016 - "Reflective Supervision & Practice Part 2: Why the Reflective in Supervision?"

This interactive training with Dr. Mary Claire Heffron 2 provided foundational information about reflective

practice and supervision and how reflective practice and supervision are linked to outcomes and quality

programs and how reflective practice and supervision provide support for staff that protects against vicarious

trauma and burnout. Part 2 of the session expanded these ideas with a specific focus on practicing skills

related to the twelve core principles outlined in the training. Participants used practice vignettes and practiced

ways that these skills fit into the needs of their own program. Diverse participants included supervisors,

support staff program coordinators, team leaders and consultants working with early education programs,

mental health, child welfare, home visiting and other settings.

Playgroup Facilitator training series

A series of trainings have introduced playgroup facilitators and their administrators to relationship-based work

and reflective practice principles. The intensive trainings facilitated by Dr. Mary Claire Heffron are followed up

with two-hour cross-project group reflection meetings3 held throughout the year. Trainings with Dr. Heffron

were provided on November 6, 2014, March 5, 2015 October 15, 2015 and February 4, 2016. As a result of

the positive response to the trainings, F5MC funded playgroup projects are now also regularly participating in

small group sessions with Reflective Practice Facilitators. The facilitators also provide on-site visits and

observations and conduct individual reflective sessions (as needed) the parent-child playgroup providers.

Medical Professional Development Advisory Group F5MC and Dr. Heffron facilitate several meetings each year with an inter-disciplinary group made up of: pediatric and family practice physicians; mental health practitioners; nurses; and health care administrators. The role of group is to recommend and implement professional development opportunities for the medical profession geared toward increasing the social-emotional and neuro-developmental (mind/body) health of children ages pre-natal to 5 and their families. It also serves as an opportunity for practitioners and administrators to increase their own early mental health knowledge and build relationships across professions. A Fussy Baby Network Level 1 training is planned for June 27 – 28, 2016 for Natividad Hospital medical personnel to learn strategies for empathic communication in order to strengthen family centered communication and improve collaboration between family and medical personnel. The training will be followed up with on-site mentorship and reflection in order to integrate practices.

2 Dr. Mary Claire Heffron is the former Clinical Director of Early Intervention Services at UCSF Benioff Children's Hospital Oakland,

current staff mentor, and consultant. 3 Group Reflective Facilitation is defined as space for early childhood professionals to discuss and reflect on issues arising in their

work with families and one that promotes professional growth and development. Further, it promotes a transdisciplinary and comprehensive view of children and caregivers by highlighting relationship-based and family-focused approaches to promoting optimal child and family outcomes. Reflective Facilitation is designed as 2 hour gathering of no more than 8 playgroup leaders formed as a consistent and relationship-based group over the period of the project.


Values and Goals of Education and Childhood What opportunities for teachers, parents, administrators, community members and/or government leaders to meet and discuss the values and goals of education and childhood that were generated as a result of the presence of the exhibit and the professional development series initiatives in your community? How did these opportunities contribute to a better understanding of the various perspectives that exist within your community on this subject?

The Salinas Child Development Center state preschool classroom provided an open house experience for a F5MC Funded Partner Learning Circle meeting in October 2016. This meeting involves diverse administrators for agencies who receive F5MC funding. Teachers Ethel Wilkinson and Deisy Jacuinde presented a slideshow about their classroom and their work with TA Provider Karen Martinez. Along with images of their program they included reflections on changes to their practice and program and then invited participants to explore their classroom environment. The following are some of the reflections they shared about their experience:

“Our environment now reflects the children and their work in the classroom. I think they (and their families and us too) are more visible in the classroom, more presence/ownership. There is more documentation up and their photos can be seen all around.” - Ethel

“The clay, wire, and art materials introduced to us and our experiences working with them taught me that these are very powerful ways for children to develop skills and express themselves.” - Ethel

“I think our work with the children is first and foremost focused on the relationship and building trust.” - Ethel


“Las más significativas son las estrategias para trabajar con los niños. Estas estrategias nos ayudó a trabajar con los niños durante las transiciones, separaciones, la documentación, y siendo intencional sobre el ambiente.” -Deisy

The most significant are the strategies when working with children. These strategies helped us to work with the children during transitions, separation, documentation, and being intentional about the environment. -Deisy

“Ahora la bienvenida al inicio es mejor porque todo está intencionalmente en el salón para recibir a los niños y los padres de familia. Ahora, a los padres les damos la bienvenida para que se queden en el salón. Para que ellos nos ayuden a formar esa relación con su hijo.” - Deisy

Now the welcome is better because everything in the class is intentionally there to greet the children and parents. Now, we welcome the parents so that they stay in the classroom. So they help us to form that relationship with their child. - Deisy


Visibility of Learning and Relationships

How did the exhibit and professional development series impact the visibility of the learning and relationships of children, teachers and parents within your early childhood education community?

One important focus for many of the TA projects is to increase sharing and collaboration with parents. For example, during FY 15/16 Greenfield Union School District preschool classrooms, working with F5MC TA Provider Carolyn Flores, implemented a parent-child orientation process that included time for parents and children to visit the classroom together, explore the space and meet the teachers. The teachers and administrator reported that this activity supported a focused and less stressful beginning of the year for both adults and children. The school district will continue this activity as part of their TA grant for FY 16/17 and will also use the opportunity to share the experience with other district supervisors in preparation for requesting sustainability for the approach through their district’s Local Control and Accountability Plan (LCAP) funds.

The Gonzales Unified School District state preschool held a series of five parent nights with support from TA Providers Susan Paull and Martha Moore. The first invitation was to “a special evening of sharing about the work and play of your children in our school.” The meetings continued with activities that invited parents to “dive more deeply into the world of their children” by wondering and discovering their own child’s favorite places and activities in the classroom. Children created surprises for their parents to discover and parents created “treasures” for their child to discover. Through the series the parents came to know how important play is to a child’s development. Teachers also noticed how “parents drank in deeply” the part of the dialogue that reassured parents that they were the children’s first and most important teachers and their homes and family the children’s first and most important classrooms.

TA small group cross-center dialogue meetings continued with sharing of experiences and documentation related to their community explorations and also supporting the transition to kindergarten. This work supported teachers in preparing for their spring seminar presentations. Questions that help us to reflect on the work and the visibility of children, teachers and parents and the learning relationships are:

What is the role of children in the process of the exploration? Is it visible?

What is the role of teachers in the process of the exploration? Is it visible? What strategies do teachers use to promote conversation or deepen understanding about an aspect of the project?

How do parents play a role in this exploration? Or, are they projected to be included in the future? Is their role visible?

What tools have been used to document the exploration?

How does the documentation capture the thinking/learning of young children? Does the documentation focus on learning and not just what activities occurred?

How does the documentation share teacher interpretations of the exploration/experiences?

What are possible next steps in the exploration that may deepen or extend children's thinking or learning?

What challenges have you faced as you develop/implement this exploration?


Visibility of Experiences Connected with Values and Goals

of Parents, Administrators and Government Mandates

How have the early childhood educators in your community learned to extend the visibility of classroom experiences of learning and relationships to include connections with the values and goals of parents and administrators, as a result of the professional development opportunities created by the exhibit and professional development series? In which way did the educators connect children’s experiences to government/district mandated curriculum standards and outcomes?

TA projects involve collaboration with administrators. For example, TA Provider Polly Elam frequently participates in agency-level meetings in order to build understanding and collaborations with the program support specialists. Also, the F5MC Director of Programs meets with agency administrators to align work with the agency's programmatic requirements. The classrooms are assessed annually with the Environmental Rating Scales and F5MC reflects on the results with administrators and TA Providers. Additionally, TA administrators at both the site level and executive director levels are invited to meet with Dr. Martha Moore for reflective dialogs about our work together.

TA projects present at state level and national conferences and regularly open their doors to college classes and tours of educators from Monterey County. This past year instructor Jeanne Hori-Garcia brought a group of family child care providers to tour the TA centers. King City Migrant Site Supervisor Patty Tejeda and Lead Infant Care Teacher, Imelda Alcantar, were invited to share their work at the Central Coast Infant Toddler Network in San Luis Obispo in January 2015. Patty Tejeda and F5MC TA Provider Polly Elam also presented their journey with the F5MC TA Project at the Resources for Infant Educarers (RIE®) Annual Conference held in Los Angeles in April 2016.

F5MC Technical Assistance expanded the number of classrooms served during July 2012 through June 2015 as a result of participation in the First 5 California (F5CA) Child Signature Program (CSP).4 (See Monterey Report October 2013). As part of the F5CA resources, a learning and improvement academy referred to as the Early Education Effectiveness Exchange (E4) implemented meetings to share professional development approaches among the participating counties. At the E4 Winter Quarterly Meeting in January 2015, F5MC shared professional development experiences related to our creative materials hands-on training series as well as the in-classroom reflective coaching as a strategy for supporting sustainable teacher growth. We included the following references to curriculum standards and best practices:

• “Through their engagement in art, preschool children grow in their understanding of their world, the ability to problem-solve, and the ability to represent ideas.” - California Preschool Learning Foundations, Volume 2, CA Dept. of Education, Sacramento, 2010

• “The visual and performing arts offer preschool children many ways to experience playful exploration, self-expression, creativity and the joy of learning.” - California Preschool Learning Foundations, Volume 2, CA Dept. of Education, Sacramento, 2010

• “The ways in which children invent with materials are often unexpected and surprising; therefore, it is important for the adults who work with children to adopt an attitude of freedom and open-ended possibility toward the children’s work.” - Schwall, Charles, “The Atelier Environment and Materials.” From In the Spirit of the Studio, Learning from the Atelier of Reggio, Edited by Lella Gandini. Teachers College Press, 2005.

4 Funding for this program expired in June 2015.

4 F5MC local augmentation of the F5CA CSP project included on-site coaching to 30

classrooms; classroom materials; supplemental pay for teaching staff and site directors/supervisors to participate in seminars and reflective meetings; and opportunities for agency administrators to engage in reflection on the impact of organizational systems and requirements on program quality. (See Monterey Report October 2013).


Along with sharing information at the cross-county meetings the CSP project evaluation conducted by an independent evaluator for F5MC 5 was shared with the E4 as well as F5CA. One of the key finding was that reflective meetings with coaches were a new experience for many teachers.

Excerpts from the evaluation report:

“Teachers, coaches, center site supervisors and agency administrators all participated in reflective meetings as part of the F5MC CSP initiative. For teachers, these reflective meetings occurred on a regular basis and typically included all teachers from a given classroom and for CSP were facilitated by a coach. The coaches had an opportunity to engage in reflective practice during reflective meetings with Dr. Heffron, Clinical Director at Children’s Hospital and Research Center Oakland, and regular phone calls with Beth Reeves-Fortney, F5MC Director of Programs. Dr. Moore, Infant-Family Mental Health Specialist, also supported center site supervisors in monthly reflective supervision meetings. An additional group was formed to connect agency administrators in a reflective group that met several times during the last two years of the CSP project.”

“Coaches stressed that, once teachers began engaging in reflective practice, these meetings were a primary vehicle for teachers to communicate to coaches about ‘where they were, what they were thinking, and where they needed more support.’ At least one coach used video recordings of the teachers as a tool to support reflection. She explained how she used a reflective approach when reviewing the recording with teachers, and recalled, ‘When I observed them watching the children struggle to write, I videotaped it and then we observed the children’s fine motor and we talked about…how can we help them be ready…We didn’t say ‘you’re wrong.’ One teacher described how this process helped her come up with her own ideas for strengthening her practice: ‘[The coach] would record us in the classroom and later we would meet and watch it together to see what we did. She would never criticize us; she would let us watch the video and allow us to come up with our own opinions about how we could improve.’ These comments demonstrate how, in this case, the video recordings were effectively used as a means to foster and facilitate reflection and discussion.”

“One center administrator also pointed out the benefit of these reflective meetings for participating teachers, and explained, ‘Going through CSP and meeting with the coach and meeting as a group has helped them bond…The meetings let them know they are valued and that…everyone could contribute their ideas. I see that they have come together and the staff sees the value of it, I’m hoping we can continue that.’ Through a forum in which they were encouraged to share and listen to each other’s perspectives, teachers began to recognize that they were valued and respected, and to come together as a team.”

Documentation of the Role of the Environment

How did the exhibit and the professional development series encourage educators to document the role of the environment in their classrooms? What did educators and parents learn about the role of the environment within the school community through the documentation of the learning and relationships that typically develop within that context?

Teachers reported that the CSP trainings and coaching increased their awareness of and reflection about how the classroom’s physical environment affects children’s sense of identity, behavior and development. Teachers noted the importance of finding ways for the physical environment to help children feel a sense of connection and belonging with their classroom.

The following images represent some of the work of F5MC TA project educators and consultants during the period of this report that document the role of the environment. TA Providers use

5 Cultivating Quality Early Learning Environments: An Evaluation of First 5 Monterey County’s Child Signature Project. Harder and Company

Community Research December 2015


images (and movies) during reflection meetings with teachers to consider the role of the teacher and environment in shaping curiosity and learning as well as relationships. They consider the ways the images represent the values for open-ended and creative materials, organization, welcoming, complexity in both indoor and outdoor environments, and ways to engage with and extend curiosity and theories. They select images to include in presentations to parents or for other forms of documentation with consideration for how the images contribute to building the identity of children, parents and teachers in the classroom and school.


Community Exhibits

Were the educators in your community able to organize an exhibit of documents of the learning and relationships of children, teachers and parents to be shared with community members in a public context during your hosting period? If so, where was the exhibit and how did your community respond? If not, what plans do you have for such an annual exhibit?

Educators involved in F5MC TA projects explore strategies for regularly presenting their work to parents, including slide shows for parent meetings and various ways to make learning visible in their classrooms. This is an important part of the TA projects and often this is the first experience teachers have of formally sharing children's investigations. The experiences support increased parent engagement in the programs.

TA educators also present annually at a spring seminar open to the public and attended by approximately 250 educators and service providers. At the most recent seminar, the Gonzales Early Learning Center, working with TA Provider Flor Ferro, presented an extended exploration related to children’s curiosity about two cultural landmarks in the town – a water ball (tower) and a windmill.

"I see the Water Ball from my school"


Children visited the landmarks, engaged with various community members to ask questions and learn about the role of the landmarks in their community.

These images from the presentation convey some of the ways in which children represented their theories and understandings about these landmarks.

This presentation and on-going exploration will be shared in the coming year with other preschools in the area as well as an advocacy group in Gonzales connected with Bright Beginnings (see Advocacy section of this report) in order to strengthen understandings of the connection and curiosity children have with their community and experiences that support complexity in children’s learning.


Advocacy for the Rights of Children

How did the presence of the exhibit and professional development series contribute to educators’, parents’ and community members’ abilities to advocate for the rights of children in the community? In what ways did their abilities develop? Did educators and parents develop a better understanding of current policies regarding early childhood education and issues being addressed by school and government officials, the disposition to communicate with school and government officials through e-mail and phone and/or attendance at meetings and rallies?

There has been a growing focus across the country and more recently in California on aligning quality improvement efforts through the framework of a Quality Rating and Improvement System (QRIS). 6 California’s new QRIS Block Grant is focused on awarding grants to the highest quality State Preschool Programs to maintain their quality and to raise the level of programs not at the highest levels. In order to receive Block Grant funds counties must have established a local consortium that has adopted California’s rating matrix, with an operational QRIS in place that has rated at least one center. In addition, First 5 California is aligning its early education investments with the QRIS. In 2104 the Monterey County Child Care Planning Council convened organizations to begin to explore the development of a local QRIS in order to support Monterey County access to these resources to support our local early learning system. Partners in Monterey County created the essential structural framework for the QRIS and completed an action plan in order to be able to apply for California’s QRIS Block Grant funding for FY16/17.

Monterey County also engaged with First 5 California’s Improve and Maximize Programs so All Children Thrive (IMPACT) grant to assist in establishing the rating system. The primary focus of First 5 IMPACT is coordinating and improving the quality of the early learning settings through implementation of the CA-QRIS Framework. Additionally, the grant requires counties to engage in systems building as a condition of funding. Systems building activities include creating partnerships, strategic financing, and improving and aligning standards, in order to sustain strong systems over time.

First 5 IMPACT alone does not provide sufficient funding to cover the whole system and support all setting types. Rather, it is designed to align with and leverage other initiatives and funding sources, such as the California State Preschool Program (CSPP7) QRIS Block Grant, the Infant/Toddler QRIS Block Grant,8 Race to the Top-Early Learning Challenge, Child Care and Development Block Grant9 Quality Improvement investments (e.g., CDE Quality Projects), and local quality projects to expand efforts and reach more diverse settings. Collectively, these investments provide the opportunity to serve a full spectrum of program types, expand the reach of QRIS, and effectively increase quality throughout the state. Additionally, IMPACT would also support Monterey County QRIS efforts through the Bay Area Hub where access to technical support, training, and anchored assessors, raters, and data systems could be accessed. F5MC and a consortium of partners are participating to develop policies, procedures, applications, etc. for the Monterey County QRIS being managed at the Monterey County Office of Education.

6 A QRIS is a uniform set of ratings, graduated by level of quality, used to assess and improve early learning and care programs. The

objective ratings are intended to help families identify quality programs, guide providers in making improvements, and help policymakers

make decisions about allocating resources and targeting technical assistance. 7 California State Preschool Program (CSPP) QRIS Block Grant: The 2014-15 California State Budget established a $50 million annual grant from Proposition 98 funds designed to support existing local QRIS to increase the number of high needs children in high quality programs. The grant, which is now chaptered into state law, provides funds to support CSPP and Family Child Care Networks participating in their county’s QRIS. 8 Infant and Toddler Child Care Quality Block Grant: The May revision of Governor Brown’s 2015-16 Budget includes a one-time $24.2 million

General Fund grant to QRIS consortia members to improve the quality of programs serving infants and toddlers through training, technical assistance and resources. 9 Child Care Development Block Grant (CCDBG): The reauthorization of this federal block grant in November of 2014 includes a provision for

“quality set asides,” which refers to a percentage of each state’s funds that must be spent on improving the quality of child care and development programs. To meet the requirements of CCDBG, and to secure funding, California must increase spending on quality initiatives from 4 percent to 9 percent by 2020. Beginning in 2017, California must also dedicate an additional 3 percent each year specifically for quality initiatives for infants and toddlers.


There is a growing awareness of the importance of early childhood in Monterey County, and a growing interest in creating change for more child- and family-friendly policies and practices. Previous Monterey County WOL reports provided information about the cross-sector Collective Impact initiative, Bright Beginnings, formally known as the Early Childhood Development Initiative (ECDI), developed by the Monterey County Children's Council being implemented in collaboration with F5MC. Bright Beginnings aims to maximize community efforts to improve early childhood development outcomes through effective coordination, capacity building, empowerment and strategic action for children from the prenatal stage through 3rd grade and their families. Additionally, there is another Collective Impact initiative, Bright Futures, focused on cradle to career, that also includes countywide early childhood development goals.

F5MC sees an opportunity, in partnership with other agencies and community leaders, to build sustainability for growing investments in early childhood development in Monterey County and to build a sustainable funding model by attracting diverse funding streams and institutionalizing investments for early childhood development. F5MC is currently engaging in a strategic planning process with our community. The community has developed a vision of a comprehensive, cohesive, connected system that integrates efforts across the socio-ecological model. They also identified an important role for F5MC to engage parents, caregivers and community leaders in a way that influences policy at all levels.

F5MC Community Strategic Planning Meeting

APPENDIX A: May 30, 2015 and May 21, 2016 Seminar Sessions

Wondering With Children: Exploring New Possibilities Saturday, May 30, 2015, Hartnell College

Interpretation is provided simultaneously through the use of headsets, unless session is designated as English only.

Session Room # MORNING SESSIONS 9:15 - 11:30 a.m.

#1 D-379

"It's a Mountain!" Janet Kindred, Site Supervisor and Maria Camarena and Andrea Lopez, Teachers, Greenfield Early Learning Center, with Flor Ferro, First 5 Monterey County (F5MC) Technical Assistance (TA) Provider

Children discover a "mountain" in the park right outside of their center. Teachers and children find many ways to explore this rich resource in a long-term investigation. Presenters will share strategies and experiences used to support children's discoveries as well as reflection on their own journey of developing new perspectives related to curriculum, documentation and wondering with children.

#2 D-275

"I Saw You!" The Child's Search for Identity Janice Martinez and Juan Huerta, F5MC Summer Bridge Program

Research provides strong evidence that social-emotional development underlies school success. Teachers in a First 5 Monterey County summer kindergarten transition program supporting children with special needs will provide an overview of this program approach supporting strong relationships and complex play. They will share specific strategies for developing each child's sense of self that can be used in any program.

#3 D-277

Building Connections with Families and Community Paty Tejeda, Site Supervisor with Diana Martinez and Maria Luisa Lopez, Teachers, King City Migrant Child Development Center

Presenters will share how they are creating new ways to connect families to their program including making changes to family orientation and welcoming. The most recent strategy is a series of parent meetings that share the joy of using creative materials and also connects families with local artists in the King City community.

#4 D-285

Supporting Children, Families and Teachers in the Transition to Kindergarten Lenore Thompson, F5MC Special Needs Initiative Mental Health Consultant

This session is ENGLISH ONLY (interpretation not provided)

This session will reflect on the transition from preschool to kindergarten through the lens of the child's experience as well as the experience of family and teachers. Strategies and resources to support a thoughtful transition from the preschool to kindergarten will be shared.

#5 D-381

Seeing Rainbows - the Wonder of Working with Babies Martha Moore, Infant-Family Mental Health Specialist and F5MC TA Provider


Join us in a time of discovery of the wonder of working with infants in early child care and education settings. Together we will learn about the unique work and environment that is involved in supporting infants and their families. We will wonder together about all that is possible within the relationship that exists between infants, their parents, and their child care providers. We will learn about "building nests" for infants--and for those who care for them--which support the growth of deep relational connections that are the foundation of human development across all domains. During this time of discovery, we will hear, and learn, from several infant care providers who have made caring for infants a lifetime calling. We will also set aside a time of reflection to wonder together about our own beliefs, attitudes and feelings related to caring for infants in child care environments. Please join us in this time of discovery!


Session Room # MORNING SESSIONS 9:15 - 11:30 a.m.

#6 D-267

Creative and Inexpensive Materials to Support Wonder and Exploration Ramona León, Patrisia Ruiz and Sandra Wilson, F5MC Caring for Children in the Home, Playgroup Facilitators

Do you know that you can make a light table out of a storage container and a dollhouse out of shoe boxes? Presenters will show you these finished products -- and more -- all created with inexpensive or recycled materials! Come and have fun exploring the materials through playful experiences that support school readiness skills.

#7 D-279

Spidermen Were Everywhere! Teachers and Children Explore Superhero Play Lorena Carrillo and Elsie Sanchez, F5MC Summer Bridge Teachers

Teachers will share the story of Spidermen (many!) coming to play in a summer kindergarten transition program. Through movies, images and interviews teachers will share their creative responses to the play, observations on the value of the play and reflections on their evolving feelings about the play.

#8 D-377

From Making Marks to Drawing Susan Paull, F5MC TA Provider and Art Educator


Children use drawing as a way to explore and express ideas, to learn about and carefully notice particular things, and to simply enjoy the process of making marks. We will use a variety of drawing materials and review the stages of development from toddler through preschooler.

#9 D-385

Understanding Children's Behavior as Communication Relindis Diaz, Licensed Marriage and Family Therapist, F5MC Mental Health Consultant.

This session is ENGLISH ONLY (interpretation not provided) and is limited to 20 participants.

Have you ever been frustrated with a child's behavior or with a parent response to your feedback and questions about a child? Understanding behavior is essential to helping children and families. Talking with parents is essential to understanding behavior. This session will offer strategies for sharing concerns and opening two-way communication with families about mental health or behavioral concerns.

#10 D-361

Creating Outdoor Classrooms Carolyn Flores, F5MC TA Provider

Hands-on activities and images of creative outdoor environments will support plans for rich learning experiences in your outdoor environment for infants, toddlers and preschoolers. Information will be designed to enhance your understanding of the Environmental Rating Scales. Exchange and dialogue will help participants develop ideas and plans for their own unique outdoor learning spaces.

#11 E-313

Deepening our Work Outdoors: Bringing the Outdoors In and the Indoors Out - Part 1 Jeff Procive and Cathy Nyznyk, Outdoor Learning Specialists III, Monterey Peninsula College Lab School


Outdoor Learning Environments offer an array of possibilities not available indoors. These spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature. They foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education. Learn skills and knowledge to enhance your center's outdoor environment and program one stepping stone at a time…


Saturday, May 30, 2015, Hartnell College

Session Room# AFTERNOON SESSIONS 12:30 - 2:45 p.m.

#12 D-379

Out of the Kitchen! The joy of classroom cooking Mayra Venegas, Homemaker/Cook, Maria Camarena and Andrea Lopez, Greenfield Early Learning Center, with Flor Ferro, First 5 Monterey County (F5MC) Technical Assistance (TA) Provider.

Find out what happens when the center's Homemaker/Cook comes out of the kitchen and her passion for food and cooking meets the curiosity and competence of children. Presenters will share the fun and practicalities of exploring food with young children and strategies for integrating cooking into the daily life of the classroom.

#13 D-275

"I Saw You!" The Child's Search for Identity Janice Martinez and Lorena Carrillo, F5MC Summer Bridge


#14 D-277

Infants and Toddlers as Researchers: Exploring How the World Works Paty Tejeda, Site Supervisor and Imelda Alcantar, Teacher, King City Child Development Center

Infants and Toddlers are born with the desire to understand how the world works. Have you ever wondered why children play with their food, play peek-a-boo, climb on everything, hang upside down, throw things… and more? They are driven by natural and necessary urges - and sometimes they are even uncontrollable! Through images and movies of teachers and children in action we will explore how to recognize and understand children's ways of researching their world and how to support it.

#15 D-285

Exploring Emotions with Children through Books

Lenore Thompson, F5MC Special Needs Initiative Mental Health Consultant


Children love to hear stories about things that are affecting them - things they are experiencing and that they can identify with. Explore ways to use literature with 3 - 5 year olds to engage in conversations that helps them cope with worries and feel empowered.

#16 D-381

Relational Leadership: Creating Places and Processes for Learning and Growing Together Martha Moore, Infant-Family Mental Health Specialist and F5MC TA Provider.

This session is for site supervisors and administrators

Session is ENGLISH ONLY (interpretation not provided)

What are relational leaders, and why are they so successful in increasing staff engagement, motivation, productivity, and creativity in the workplace? Why is relational leadership critical to building and maintaining best practices in early care, education, and intervention? Join us in a workshop that will explore the leadership styles and organizational structures that support best practices in early care and education. This workshop will include an in-depth discussion of the relational leadership model and practices, and will allow participants to assess their own leadership style, and reflect on how it impacts their program, staff, and organization.


Session Room# AFTERNOON SESSIONS 12:30 - 2:45 p.m.

#17 D-267

Thinking and Learning Together with Children Caroline Carney, F5MC TA Provider


Follow an in-depth exploration that begins with children wondering about why leaves change colors. Teachers and children engage together as artists and scientists through listening, looking, small group work and using art as a thinking tool. Documentation becomes a doorway for teachers and parents to step into children's thinking. This journey of authentic engagement from start to finish will invite you to reflect on the joy of thinking and learning together. This session will review the DVD "To See Takes Time: Growing Curriculum from Children's Theories" by Margie Carter.

#18 D-377

"Turtle Power!" Deisy Jacuinde and Ethel Wilkinson, Teachers, Salinas CDC with Karen Martinez, F5MC TA Provider.

Children's fascination with Ninja Turtles is providing rich opportunities for discussion, use of creative materials, social interactions, problem-solving, dramatic play and more. Presenters will share their journey in listening, documenting and responding to children's exploration of power and self during this on-going investigation.

#19 D-279

The Wonder of Wind and Kites Fanny Chavez, Site Supervisor, Alegria Migrant Head Start and Susan Paull, F5MC Summer Bridge Program Coordinator

Monterey County is full of wind! Children in the F5MC Summer Bridge Program requested to make kites. The educators at Alegria Migrant Head Start in King City decided to use the daily challenge of the wind as a curriculum resource. Presenters will share their strategies of listening, documenting, reflecting and providing experiences that respond to children's wonder and creativity as they explore their theories related to kites and wind.

#20 D-385

Understanding Children's Behavior as Communication Relindis Diaz, Licensed Marriage and Family Therapist, F5MC Mental Health Consultant


Have you ever been frustrated with a child's behavior or with a parent response to your feedback and questions about a child? Understanding behavior is essential to helping children and families. Talking with parents is essential to understanding behavior. This session will offer strategies for sharing concerns and opening two-way communication with families about mental health or behavioral concerns.

#21 D-361

Facilitating Teacher and Child Engagement In the Outdoor Classroom Carolyn Flores, F5MC TA Provider

Hands-on activities, reflection opportunities and images of interactive and engaged teachers will support ideas for rich and engaging opportunities in your outdoor environment for infants, toddlers and preschoolers. Information will be designed to enhance your understanding of teacher engagement, facilitation of children’s interests and extending and expanding children’s discoveries. Reflective dialogue and activities will help participants develop ideas and plans for their own unique outdoor learning spaces.

#22

Hartnell CDC (see map)

Deepening our Work Outdoors: Bringing the Outdoors In and the Indoors Out - Part 2 Jeff Procive and Cathy Nyznyk, Outdoor Learning Specialists III, Monterey Peninsula College Lab School


MUST HAVE ATTENDED THE MORNING SESSION, PART 1

Continuing the dialogue, deepening our understanding of the outdoor learning environment through hand-on exploration with nature and loose parts. Development of a vision for your classroom.


Curiosity and Context: Opportunities for Learning Saturday, May 21, 2016, Hartnell College

Session Room # MORNING PRESENTATIONS/DIALOGUES

AM #1

C-101

From Mark Making to Drawing Susan Paull, First 5 Monterey County (F5MC) Technical Assistance (TA) Provider and Art Educator


AM #2

C-131

Connecting with Children Through Music Vicki Neville Coffis, Music Educator and Former F5MC TA Provider


Come and participate in a variety of musical experiences including singing, rhythm instruments, movement, stories and sound exploration. Enjoy an opportunity to have fun and relax as you learn new ways of interacting with children though music.

AM

#3 D-261

"I Saw You!" The Child's Search for Identity Lorena Carrillo, Carmen Martinez and Elsie Sanchez, F5MC Summer Bridge Teacher

This session is SPANISH ONLY – interpretation not provided (there is an English only afternoon session)


AM

#4 D-267

Creative and Inexpensive Materials to Support Wonder and Exploration Patrisia Ruiz and Sandra Wilson, F5MC Caring for Children in the Home, Playgroup Facilitators

This session is ENGLISH ONLY - interpretation not provided (there is a Spanish only afternoon session)

Do you know that you can make a light table out of a storage container and a dollhouse out of shoe boxes? Presenters will show you these finished products -- and help you make your own dollhouse -- all created with inexpensive or recycled materials! Come and have fun exploring the materials through playful experiences that support school readiness skills.

AM

#5 D-275

Supporting Infant and Toddler Curiosity, Creativity and Learning Paty Tejeda, Site Supervisor and Imelda Alcantar, Lead Teacher, King City Migrant Child Development Program.

Movies will invite participants to observe the curiosity of Infants and toddlers in our program and learn about the many creative ways they research and discover the world. Join us to delight in the competence our children are showing us and see how we plan for and scaffold their learning.

AM

#6 D-279

Being With Children on the Circle of Security – Part One Jackie Frey and Hope Griffin-Ortiz, Licensed Clinical Social Workers and F5MC TA Consultants

This is a two-part presentation limited to 20 participants. Afternoon participants will be open only to those who attend the morning session. Due to the limited spaces and the depth of the information, we request that participants attend both sessions.


The teacher plays a critical role in supporting the child's sense of security, self-regulation and identity. Circle of Security© (COS) is an internationally acclaimed relationship based early intervention program designed to enhance attachment security between parents and children. Through video clips and discussion participants will be introduced to COS concepts and learn about children’s needs “all around the circle.” Discussion and materials will support reflection on integrating the information to the classroom context.


Session Room # MORNING PRESENTATIONS/DIALOGUES

AM #7

D-361

Creating Outdoor Classrooms Carolyn Flores, F5MC TA Provider

Hands-on activities and images of creative outdoor environments will support plans for rich learning experiences in your outdoor environment for infants, toddlers and preschoolers. Information will be designed to enhance your understanding of the Environmental Rating Scales. Exchange and dialogue will help participants develop ideas and plans for their own unique outdoor learning spaces.

AM #8

D-377

Exploring Emotions with Children through Books

Lenore Thompson, F5MC Special Needs Initiative Mental Health Consultant


Children love to hear stories about things that are affecting them - things they are experiencing and that they can identify with. Explore ways to use literature with 3 - 5 year olds to engage in conversations that helps them cope with worries and feel empowered.

AM

#9 D-379

“What’s for Lunch?” Celebrating food with children and families Mayra Venegas, Homemaker/Cook, Maria Camarena and Erika Serrano, Greenfield Early Learning Center, with Flor Ferro, F5MC TA Provider

Find out why children are always asking about the menu at our center. We celebrate the fields of Greenfield, the cultural foods of our community and our own garden. Join us to see how we connect our families and children to this rich context through cooking, gardening, field trips, drawing and more. You may be asking “What’s for snack?” before our presentation is done!

AM

#10 D-381

“When I Have a Backpack I’m Ready for Kindergarten!” Supporting the transition to Kindergarten with children and families Jaqueline Uribe, Maria de los Angeles Guzman and Rosa Mota, Educators, Little Angels Migrant and Seasonal Head

Start with Virginia Martinez, F5MC TA Provider

Do you have children who are transitioning to kindergarten? This presentation will share how teachers approach this important transition. They begin with listening to and talking with children and parents. You will see the creative ways they respond to the many ideas and feelings. You may be surprised at the children’s ideas for how to say goodbye to their friends and preschool!

AM #11

D-385

Indigenous Communities Oaxacalifornia Leoncio Vasquez Santos, Executive Director of Binational Center for the Development of the Indigenous Communities

This session is SPANISH ONLY - interpretation not provided (there is an English only afternoon session) You are invited to learn about the diverse range of indigenous cultures originating from the state of Oaxaca, Mexico. Each of these many indigenous communities have their own language and culture with roots that reach back many centuries. Increase your awareness of the traditions, teachings and values of indigenous peoples and find ways to learn about the unique cultures of families in our early care and

education programs.

Session Room # AFTERNOON PRESENTATIONS/DIALOGUES

PM #12

C-101

From Drawing to Writing Susan Paull, First 5 Monterey County (F5MC) Technical Assistance (TA) Provider and Art Educator



PM #13

C-131

Connecting with Children Through Music Vicki Neville Coffis, Music Educator and Former F5MC TA Provider


Come and participate in a variety of musical experiences including singing, rhythm instruments,

movement, stories and sound exploration. Enjoy an opportunity to have fun and relax as you learn new

ways of interacting with children though music.

PM #14

D-261

“I Saw You!" The Child's Search for Identity Janice Martinez, F5MC Summer Bridge Program Coordinator and Hartnell CDC Lead Teacher

This session is ENGLISH ONLY - interpretation not provided (there is a Spanish only morning session)


PM #15

D-267

Creative and Inexpensive Materials to Support Wonder and Exploration Patrisia Ruiz and Sandra Wilson, F5MC Caring for Children in the Home, Playgroup FacilitatorsThis session is SPANISH ONLY - interpretation not provided (there is an English only afternoon session)

Do you know that you can make a light table out of a storage container and a dollhouse out of shoe boxes? Presenters will show you these finished products -- and help you make your own dollhouse -- all created with inexpensive or recycled materials! Come and have fun exploring the materials through playful experiences that support school readiness skills

PM #16

D-275

Engaging with Parents Through Play and Discovery Paty Tejeda, Site Supervisor, Diana Martinez and Martha Zavala, Teachers, King City Migrant Child Development Program

Join us for hands-on experiences that will demonstrate how we invite parents to enjoy creative play and revisit the curiosity and creativity of their youth. Our presentation will share a way to develop relationships with parents in a more relaxed, fun manner while helping them develop a greater appreciation for the way children learn.

PM #17

D-279

Being With Children on the Circle of Security – Part Two Jackie Frey and Hope Griffin-Ortiz, Licensed Clinical Social Workers and F5MC TA Consultants This is a two-part presentation limited to 20 participants. Afternoon participants must attend the morning session.


Our exploration of Circle of Security© (COS) through video clips and discussion continues with deeper reflection on using this model in our work with young children. We will learn how teachers can be sensitive to a child’s behavior and respond in ways that meet the child’s needs.

PM #18

D-361 Facilitating Teacher and Child Engagement In the Outdoor Classroom Carolyn Flores, F5MC TA Provider

Hands-on activities, reflection opportunities and images of interactive and engaged teachers will support ideas for rich and engaging opportunities in your outdoor environment for infants, toddlers and preschoolers. Information will be designed to enhance your understanding of teacher engagement, facilitation of children’s interests and extending and expanding children’s discoveries. There will also be a brief review of the CLASS Instructional Learning Format areas Reflective dialogue and activities will help participants develop ideas and plans for their own unique outdoor learning spaces.

PM #19

D-377 Spidermen Were Everywhere! Teachers and Children Explore Superhero Play Lorena Carrillo, Carmen Martinez and Elsie Sanchez, F5MC Summer Bridge Teachers

Teachers will share the story of Spidermen (many!) coming to play in a summer kindergarten transition program. Through movies, images and interviews teachers will share their creative responses to the play, observations on the value of the play and reflections on their evolving feelings about the play.


PM #20

D-379 “I can see the Water Ball from my school!” Exploring the Landmarks of Gonzales Lily Suarez, Lilia Gardea and Patty Soltero, Teachers Gonzales Early Learning Center with Flor Ferro, F5MC TA Provider

Children have a strong connection and curiosity about two landmarks in Gonzales– a Water Ball and a Windmill. Teachers will share how they develop an extended exploration that includes walks, drawing, experimenting and even a special guest visiting the school. Find out what questions children have for the Gonzales historian and the ways in which they express their many theories about the Water Ball and Windmill.

PM #21

D-381 Using Family Books to Develop Curriculum and Explorations Virginia Martinez, F5MC TA Provider and Teacher, First Presbyterian Nursery School

Family Books provide a rich source of information about each child and family that can be used to develop curriculum. An exploration about gardening is inspired by information in a child's family book. The exploration deepens and becomes more complex over time. This session will share the many ways family books can be used to inspire and support explorations and connect families to the life of the classroom.

PM #22

D-385 Indigenous Communities Oaxacalifornia Leoncio Vasquez Santos, Executive Director of Binational Center for the Development of the Indigenous Communities

This session is ENGLISH ONLY – interpretation not provided (there is an Spanish only morning session)

You are invited to learn about the diverse range of indigenous cultures originating from the state of Oaxaca, Mexico. Each of these many indigenous communities have their own language and culture with roots that reach back many centuries. Increase your awareness of the traditions, teachings and values of indigenous peoples and find ways to learn about the unique cultures of families in our early care and education programs.

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