Early Learning
CenterDirectorMeeting
October 24, 2019
Who’s new to our Early Learning community?
P – WELCOME— Make sure new CDs, EL staff, and PC Reps are welcomed, connected and supported
Share oursuccesses
& gratitude
P – CELEBRATE—Acknowledge success, build community, keep children & families at the center
Key Tenets of our Early Learning Program
Racial Equity
Partnerships
Interdisciplinary
Coaching
Collaborative
Data Use
Capacity Building
P – ANCHOR— know and act upon key tenets
P – UPDATES – real-time/emergent info, supplemental info, save time at CD Mtgs
Pre-CD Meeting UpdatesZoom schedule is on Training & Meeting Calendar
Mostly Wednesday before CD Mtg12-1pm
We’ll send you an email reminder before the call
Kristyl will send you Outlook invites if you email her at [email protected]
Recorded Zooms are on Center Director Page –scroll down to Zoom
Time Topic Presenters
9:00 Welcome: Introductions, Successes & Gratitude
Activation: 3 Easy – 3 Tough
Talena
9:30 Incidents: Updated/streamlined, reporting, documenting Decca & Natalia
10:15 Break
10:30 Deep Dive into Early Learning Changes: applies to ECEAP, HS, EHS (may continue during TA time as needed or preferred)
Various
11:55 Wrap Up: Gratitude All
12:00-1:00 Optional: Technical Assistance & Networking All
1:00-2:30 Optional: Measures of Progress Workgroup Kay
P – ORGANIZE— Know what to expect, plan ahead, anticipate
CD Mtgs: purpose, structure, data, evalP – CLARITY— new CD Mtg structure: why, how, when
Activation: Implementing the program
3 EASIER
EASIERCommitted staff
Staff stay despite challenges because believe in the work
Renton School District
3 TOUGH
TOUGHChildren with complex need
Staff not equipped, not enough staff, TCA temporary fix
Encompass
P - UNDERSTANDING — your reality, impacts, QCI, strategy to influence
ACTIVATION: Why?
What your reality?
What’s the impact?
(Remember: links to racial equity?)
What’s the strategy to influence?
Continuous Quality
Improvement
Multi-pronged approach
datastories
messengers
INCIDENTS
UPDATES TO PROCEDURE/STREAMLINING
DOCUMENTING
ACTIVITY-SCENARIOS
P – SAFETY — increase clarity & accessibility; provide additional guidance; practice!
One Contact Number Reminder cards
Online form now available PDF Form is still available
Both will go to our Incident Email
Updates to Procedure
P – SAFETY — increase clarity & accessibility
Documentation notes should always include: 1. Date of the note 2. Type of contact 3. Name/initials of staff member 4. Brief summary of contact and next action/follow up
Who did you speak with?
What happened? What is due next or what follow up action is needed? What service/support did you provide?
When are actions due? When did you speak with the family?
Where did the contact occur?
5. When referring to children and families, do not use any personally identifiable information. Instead, use “child,” “parent/guardian,” or child ID numbers from ChildPlus or ELMS.
DOCUMENTING INCIDENTS
P – SAFETY — provide additional guidance
DOCUMENTATION & PROFESSIONALISM
Professionalism is important since these documents could be shared with funders and even the courts. Remember to: 1. Use a black or blue pen on all forms. 2. Use correct grammar and punctuation. 3. Avoid using slang, metaphors, or similes. 4. Leave out language that conveys opinions or judgement. 5. Write clearly and concisely, yet enough so that you or another
staff member can understand what happened and what plans were made. Use bullet points as necessary.
SCENERIO INSTRUCTIONS
Determine and address the following:
• Should the incident be reported to PSESD?
• If so, then by when and to whom?
• If so, complete incident reporting form.
• If the incident should not be reported to PSESD, explain why?
• Should the incident be reported to CPS/Licensing?
• If so, then when?
• If so, complete the child abuse reporting form
• If the incident should not be reported to CPS/Licensing, explain why.
P – SAFETY — Let’s Practice!
WRITING TIPS
1. Write in a style that is factual, unbiased, specific, clear, and to the point.
2. Make entries in the third person, e.g. “Parent stated…”, “FSS provided…”, etc. instead of he, she, they, or I.
3. Avoid using “said” or “was” and use qualifiers.
***Refer to documentation protocol in the ELPM
SCENARIOSA. Receive a parent complaint about a staff
person.
B. Staff express concerns about a lead teacher.
C. Family Support Staff report an incident while at a home visit.
ACTIVITY
• Use chart paper• Write A, B, or C on top corner of chart paper• Together as a group, think through the
scenario and chart on paper:• What was the incident
• Who was involved
• Where did the incident occur
• When did the incident occur
• What steps do you take?
• Do you report the incident? And if so, when?
• Where do you document the incident
• If you report the incident to PSESD, complete the incident form.
• If you do not report the incident to PSESD, where do you document this process?
At your table, pick 1 scenario:A. Receive a parent
complaint about a staff person.
B. Staff express concerns about a lead teacher.
C. Family Support Staff report an incident while at a home visit.
DEEP DIVES
EARLY LEARNING CHANGES & REALITIES
P - UNDERSTANDING — your reality, impacts, strategy to influence
1. Child care licensing in school districts & govt affiliated – Nancy 2. Staffing –3. Costs of Implementing – Kay 4. Children with complex needs – Decca
What your reality?
What’s the impact?(Reminder:
links to racial equity?)
What’s the strategy to influence?
Multi-pronged approach
datastories
messengers
P - UNDERSTANDING — your reality, impacts, strategy to influence
Weare
gratefulfor
you!P – MINDFULNESS– appreciate, acknowledge, care for, build community, wellness
OPTIONAL
TA & Networking12:00 - 1:00pm
MEASURES OF PROGRESS1:00 - 2:30pm
P – FOLLOW-UP– individualized support, clarity, capacity building, connections
Current Measures of Progress
The picture can't be displayed.
Don’t tell the story of how our collective work moves us closer to our End
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Can be disconnected from staff’s every day work
The picture can't be displayed. Highlight student outcomes without attending to adult beliefs and racist systems that create the conditions for those outcomes
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Exclusively quantitative
Measures of Progress:Revision & Implementation Process
PHASE 1 MEASURES Known, can implement
PHASE 2 MEASURES Measurement approach in
development
Staff, community partners, and students design and implement Spring-Fall 2019
Winter 2020: Present recommendation to Board for adoption
Pathway to Change
Outcome Measure
Disaggregated by student demographics where applicable
Phase
STUDENT MEASURES OF PROGRESS
A racially just and humanizing school system
All can succeed and achieve
Children meeting school readiness standards (Preschool Teaching Strategies GOLD) 1
Students proficient in 3rd grade ELA (SBA) 1
Students proficient in 3rd grade Math (SBA) 1
Low commitment to school (6th grade Healthy Youth Survey) 1
High school graduation rate 1
Post secondary direct enrollment 1
Developmental math coursetaking 1
Post secondary completion 1
Students experience a racially just and humanizing school system 2
SYSTEMS MEASURES OF PROGRESS
Capacity and resources to close racial equity gaps
Implementation of racially equitable policies and practices
Exclusionary discipline rates 1
Retention of a diverse workforce (K-12 certificated and classified educators) 1
Opportunities for prosocial school involvement (8th grade Healthy Youth Survey) 1
School district financial health 2
External partners adopt gap closing practices 2
A systems measure related to early learning or P-3 2
AGENCY IMPACT MEASURES OF PROGRESS
Skill and will for change
Adoption of racial equity lens
Culture that fosters best work
PSESD Staff grow in their racial equity leadership (Agency wide competencies: cultural proficiency, racial equity advocate, racial equity mindset, and transformational values).
1
Skill and will for change PSESD supports external partners to build skill and will for change and/or adopt a racial equity lens.
2
Activities and Outcomes
Content/Workgroup Objectives
Activities and Outcomes
LONG-TERM OUTCOME: By 2022, at least 85% of children of color served by PSESD EL Program will be healthy, feel safe, and meet school readiness standards.
Planning System Goal: PSESD's internal Early
Learning Program staff will meaningfully engage
families, subcontractor staff, and community
partners in the planning process to achieve racially
equitable systems for providing high-quality
services to children and families.
Professional Development and Learning System
Goal: PSESD Early Learning Program provides coaching,
training, & technical assistance to internal and
direct service staff to ensure culturally &
linguistically responsive delivery of education and
health & nutrition curricula, and services to
families.
Increasing Enrollment of Children and Families of Color Goal: PSESD Early Learning Program uses
data to increase enrollment of all children
of color and children impacted by the
opportunity gap, including children with disabilities,
homeless, and foster children the communities
we serve.
System-Level Continuous Improvement Goal: PSESD
Early Learning Program regularly assesses system-level work and supports (including professional
learning, communication, data use, monitoring, &
health/nutrition/safety) to prenatal to 5 direct services to ensure
appropriate structures and allotment of effort
and fiscal resources.
*AGENCY END Success for each child & eliminate the opportunity gap by leading with racial equity. * PSESD Racial Equity Strategic Directions
* VISION The EL Program exists to ensure success for each child and eliminate the opportunity gap by providing racially equitable, high quality comprehensive prenatal to 5 services to children and families
through strong and authentic partnerships with communities, families, and partners.* PSESD Early Learning 2017 Self-Assessment Task Force Feedback
Key Components of Early Learning ProgramOrganizational Design
*Racial Equity *Interdisciplinary *Collaborative *Capacity Building*Partnerships *Coaching*Accountability *Role Clarity*Developmental
Theory of Change: If we provide supports to our centers, and are serving the children who are most in need of the services, and we provide culturally, linguistically responsive supports to children and families, that will result in improved outcomes for children and families.
LONG-TERM OUTCOME: By 2020, at least 85% of children of color served by PSESD EL Program will be healthy, feel safe, and meet school readiness standards.
Planning System Goal: PSESD's internal Early Learning Program staff
will meaningfully engage families, subcontractor staff, and community partners in the planning process to
achieve racially equitable systems for providing high-quality services to
children and families.
Professional Development and Learning System Goal: PSESD Early
Learning Program provides coaching, training, & technical assistance to internal and direct service staff to ensure culturally & linguistically
responsive delivery of education and health & nutrition curricula, and
services to families.
Increasing Enrollment of Children and Families of Color Goal: PSESD Early
Learning Program uses data to increase enrollment of all children of color and children impacted by the opportunity gap, including children
with disabilities, homeless, and foster children the communities we serve.
System-Level Continuous Improvement Goal: PSESD Early
Learning Program regularly assesses system-level work and supports (including professional learning,
communication, data use, monitoring, & health/nutrition/safety) to prenatal
to 5 direct services to ensure appropriate structures and allotment
of effort and fiscal resources.