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Guest Speaker: Mari Taylor, Transition Specialist, Learning and Teaching, DCYF

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Guest Speaker: Mari Taylor, Transition Specialist, Learning and Teaching, DCYF

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Guest Speaker: Gretchen Stahr Breunig, Kindergarten Transition Specialist, OSPI

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Guest Speaker: Gretchen Stahr Breunig, Kindergarten Transition Specialist, OSPI

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Strengthening Transitions in Washington

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Guest Speaker: Dr. Kyle Cook, St. John's University

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Guest Speaker: Dr. Kyle Cook, St. John's University

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Kyle DeMeo Cook is an Assistant Professor in the Department of Education Specialties. Dr. Cook’s research agenda focuses on examining policy-relevant early education issues, such as: access to early education, the transition to kindergarten, and collaborations between early education and K–12. From…

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OIC providing Strengthening Families training via ZOOM-flyer coming soon!

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OIC providing Strengthening Families training via ZOOM-flyer coming soon!

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no cost to participate, there is fee for clock hours

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Early Intervention referrals are at the highest levels they've been, higher than end of 2019. 

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Early Intervention referrals are at the highest levels they've been, higher than end of 2019. 

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Thank you for all of your work to connect families to Children's Village

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Thurs, March 4, 4 pm – 6 pm
Fri, March 5, 4 pm – 6 pm
Sat, March 6, 9 am – 12:30 pm

Full agenda available at:  http://conta.cc/3dFKsyS

Link to FREE registration (no clock hours):  http://cookcenter.info/AASA-ELI2021

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Nevada Association of School Administrators

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FOR ONLY $40 (AND NOW FREE REGISTRATION FOR THOSE WHO DO NOT NEED OR WANT CREDIT) Learn how to reach students of ALL ages by learning to understand the impact of their most formative years!

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EARN .5 CREDIT (7.5 HOURS) & STEP ADVANCEMENT in Clark, Washoe & most NV Counties! The Nevada Association of School Administrators (NASA) exists to serve Nevada's PreK-12 Professional Development need

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YVRL updates: Because of COVID Yakima Valley Libraries are open to get books, etc......at the moment pre-school story times are virtual and also baby lap-sit programs....see our website or call one of our libraries, the libraries also have kits that parents can pick up for crafting projects for the whole family......

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YVRL updates: Because of COVID Yakima Valley Libraries are open to get books, etc......at the moment pre-school story times are virtual and also baby lap-sit programs....see our website or call one of our libraries, the libraries also have kits that parents can pick up for crafting projects for the whole family......

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Are there conversations at that state level to align systems? CCA, ECEAP, HS, etc.

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In my past experience as a Head Start teacher in Tieton, I was able to attend quarterly meetings with Marcus Whitman's kinder team. We compared data and trends, discussing strengths and weaknesses. This allowed me to up teaching certain skills needed. More groups like this would be greatly successful even if a few staff from various programs and schools met to share general trends and then that info shared to multiple teachers within agencies. 

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In my past experience as a Head Start teacher in Tieton, I was able to attend quarterly meetings with Marcus Whitman's kinder team. We compared data and trends, discussing strengths and weaknesses. This allowed me to up teaching certain skills needed. More groups like this would be greatly successful even if a few staff from various programs and schools met to share general trends and then that info shared to multiple teachers within agencies. 

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is anyone tracking early intervention referrals

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is anyone tracking early intervention referrals

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can you speak to the needs of children who are not in programs prior to kindergarten

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can you speak to the needs of children who are not in programs prior to kindergarten

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Some of our most successful transitions are with our students with IEPs. The collaboration between the preschool and sped teams makes a huge difference for the child and family. There are some lessons from that process that could support transitions for all students.

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Shared understanding of requirements and expectations.

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Shared understanding of requirements and expectations.

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Betsy Nagle-McNaughton: Speaking form the Early Intervention perspective, we would love to have OSPI working with DCYF to support school/health system data integration to make the transitions for developmentally challenged  and/or CSHCN kids even into developmental pre-school settings….

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Betsy Nagle-McNaughton: Speaking form the Early Intervention perspective, we would love to have OSPI working with DCYF to support school/health system data integration to make the transitions for developmentally challenged  and/or CSHCN kids even into developmental pre-school settings….

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More Principal's buy-in for shared PD and shared planning with Early Learning Programs, at times that work for both systems.

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More Principal's buy-in for shared PD and shared planning with Early Learning Programs, at times that work for both systems.

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Getting Pre-K teachers into the Kindergarten classrooms has helped them prepare their students going into kinder.

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Leadership is committed to the work.  WVSD works because the Superintendent has made it a priority and the Head Start team is dedicated to the work.  The relationship is key. 

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Leadership is committed to the work.  WVSD works because the Superintendent has made it a priority and the Head Start team is dedicated to the work.  The relationship is key. 

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I have heard from kindergarten teachers that they would like TS GOLD reports for more of their incoming kindergarteners. Is there a way to assign students in licensed child care settings and Head Start programs SSID numbers like we do for ECEAP students? That would ensure that at a minimum, students in those settings would have reports go to their receiving kindergarten teachers.

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Ongoing relationships between early learning & K-12 partners (and higher ed partners!)

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Ongoing relationships between early learning & K-12 partners (and higher ed partners!)

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The Washington State Department of Children, Youth, and Families (DCYF) and the Office of Superintendent of Public Instruction (OSPI) are pleased to announce the 13 organizations selected to receive a 100 Schools Initiative grant award.

Washington State was awarded the federal Preschool Development Renewal Grant (PDG) to support innovations in early learning systems from 2020 to 2022. This grant includes a focus on strengthening transitions in early childhood special education (Part C to Part B) and from early learning to K-12. At the same time, the Office of Head Start has asked Washington State to participate in an extension of the very successful Head Start Demonstration Project - the 100 Schools Initiative.

Beginning Sept. 1, 2020, 13 selected teams will identify a high-priority goal to improve transitions for children ages birth through 5 years old. With a focus on equity, teams will implement specific approaches and strategies to reduce the effects of systemic injustice and disproportionality and strengthen effective transitions for children furthest from opportunity, especially:

Children of American Indian/Alaska Native tribal communities

Black and African American children

Children from immigrant families, emphasizing support in the home language of English-learning families and an increase in dual-language learning environments

Children in families experiencing homelessness

Children with disabilities ages 0-3 (IDEA Part C) to inclusive preschool settings

Children and families in the child welfare system using healing-centered and trauma-informed practices

Children of migrant families

The following are the 13 teams, in alphabetical order:

Bethel School District

Bremerton School District

Chief Leschi Schools

Educational Opportunities for Children and Families

Granite Falls School District

Lower Columbia College Head Start/EHS/ECEAP

Mount Vernon School District

Muckleshoot Indian Tribe

Quileute Tribal School

Sedro-Woolley School District

Selah School District

Suquamish Tribe, Marion Forsman-Boushie Early Learning Center

West Valley School District #208

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Department of Children, Youth & Families

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DCYF is a cabinet-level agency focused on the well-being of children. Our vision is to ensure that Washington state's children and youth grow up safe and healthy-thriving physically, emotionally and academically, nurtured by family and community.

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Transitional Kindergarten programs: 9 partners selected from across the state who are receiving scaffolded support for the merger between systems (specifically to build partnerships between early learning and K12 for joint recruitment)

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Transitional Kindergarten programs: 9 partners selected from across the state who are receiving scaffolded support for the merger between systems (specifically to build partnerships between early learning and K12 for joint recruitment)

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Presenter: Dr. Deborah Bergeron, Deputy Director for Community Engagement & Innovation | National Head Start Association

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Presenter: Dr. Deborah Bergeron, Deputy Director for Community Engagement & Innovation | National Head Start Association

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Note from Peter: Frequency bias = we will see more strengths if we look for them

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Note from Peter: Frequency bias = we will see more strengths if we look for them

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Note from Peter: Magarita Barragan, Head Start teacher, said that the families expressed more interest in the Kindergarten Readiness standards after they had met their future Kindergarten teacher.  She believe that the families felt a personal accountability to the future Kindergarten teacher.

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Note from Peter: Magarita Barragan, Head Start teacher, said that the families expressed more interest in the Kindergarten Readiness standards after they had met their future Kindergarten teacher.  She believe that the families felt a personal accountability to the future Kindergarten teacher.

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The new State of WIC report is out for 2021.  Learn how evidence has shown that participation in WIC improves health, access to healthy foods and child development.  Advocacy Opportunity: advocate for the federal legislature expanding WIC access to 2 years postpartum and until 6 years of age to support access to healthy foods until children begin Kindergarten!

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One Minute Guided Meditation | MedBridge

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Investing in Children Coalition Charter: Vote by organizational voting reps

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Investing in Children Coalition Charter: Vote by organizational voting reps

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The Growth Gap - Yakima Herald series, Janelle Retka

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The Growth Gap - Yakima Herald series, Janelle Retka

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The pandemic giveth, and the pandemic taketh away.

Mostly, it seems, the pandemic taketh away - by illness and death, by restrictions on our daily activities and whom we can visit, by restrictions on our ability to make a living. These are dark times - 500,000 dead across America so far - and the months continue to drag by as we battle to gain control over the novel coronavirus.

But in some significant ways, the pandemic giveth. Amid the tragedy and the limitations of the COVID-19 era, many of us have taken the opportunity to slow down, reexamine our priorities and be more thankful for what we have. We have gotten things done. We have sympathized, but more important, we have empathized.

The pandemic has thrown the spotlight on many issues of disparity in which the core problem is growing worse. Across the state but particularly in areas of Central Washington where wide gaps between incomes and outcomes remain, child care is one such issue.

The problems in the statewide world of child care are deep and ongoing. But as they've gotten worse, they've also gained more badly needed attention.

The world of child care is now the focus of a reporting series led by Herald-Republic education journalist Janelle Retka, who over the coming weeks plans to "explore the local child care industry - why it's important and where it's failing children, families, providers and our economy."

Solutions are admittedly evasive. The series will explore not just the problems but the possibilities for reform.

It's a topic with cringeworthy statistics. Many child care providers have struggled to remain in operation. As of mid-January, 35 providers had closed since the beginning of the pandemic in Yakima County, among 712 licensed programs to close either temporarily or permanently in that time statewide.

Even before those closures, much of Yakima County was considered a child care desert - meaning far greater demand for care compared with available licensed slots.

All this has been happening as the state is pushing for child care centers to focus more on early learning for their younger clients, thus assuring that more children are ready for kindergarten.

"State data shows that students with foundational skills like listening to instructions, sharing, holding a pencil and understanding the concept of numbers prior to entering kindergarten are more likely to meet standards on third grade math and reading exams," Retka wrote. "Those are in turn indicators of whether students are likely to graduate from high school."

As with every other small business across the state, child care centers can use all the government attention they can get. The Legislature recently dedicated $50 million of a $2.2 billion allocation of federal COVID-19 relief funds for grants to help child care centers stay open and expand. Licensed providers can seek $6,500 or more in grants.

We applaud this allocation, but in all likelihood it won't be nearly enough to solve an issue this complex and with this much history. It will take more: More centers and more slots, more licensed caregivers, more help with supplies, more support from parents and communities and, yes, more money. Meanwhile, as ideas are contemplated, these questions must be answered: Is the proposed solution or reform adequate and is it sustainable?

Child care centers are no longer looked upon as expensive babysitting but instead as one of the first steps toward long-term success in school and beyond. Floundering on this issue is sure to mean a continuation of a widening education gap. For the sake of our children, it only makes sense to keep pressing for sustainable solutions now, pandemic or not.

Members of the Yakima Herald-Republic editorial board are Greg Halling, Joanna Markell and Bruce Drysdale.

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Opinion: Time is now to seek solutions to child care troubles

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The pandemic giveth, and the pandemic taketh away.

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Presenter: Dr. Peter Finch, West Valley School District

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Presenter: Dr. Peter Finch, West Valley School District

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Head Start Programs, Families, and Elementary Schools Collaborate!

More than 320,000 Head Start children in the United States enter kindergarten each year. Research shows this transition is an important event in the lives of children and families that can make a difference in their immediate and ongoing school success. To learn more about supportive practices for transition to kindergarten, visit the Transition to Kindergarten page. To immediately connect with children and families, share these special read-alouds, recorded with love from leaders at the Office of Head Start (OHS).

One of the key practices that fosters successful transitions is collaboration. When there are strong relationships among Early Head Start programs, Head Start programs, families, and receiving elementary schools, all of these parts can work together to offer children and families continuity, security, and resources for smooth transitions.

Head Start-Public Schools Collaboration Demonstration Project

To explore the impact of intentional collaboration between Head Start and local schools, 13 Head Start and public-school leadership teams were selected from across the nation to participate in the Collaboration Demonstration Project (CDP). Each team of Head Start programs, families, and their receiving schools worked together from summer 2019 to summer 2020 to improve the transition to kindergarten for Head Start families and children. Watch this video to hear them discuss the project and suggest ways to improve transition work.

To read about the strategies and activities that the CDP teams focused on, check out the Collaboration Demonstration Project: Successful Strategies from the Field paper.

Resources to Support Collaboration Between Head Start and Schools

When leaders in the transition to kindergarten process take time to partner, the positive impact on child and family outcomes is far-reaching. Explore these resources to support efforts to strengthen collaboration between Head Start programs, families, local school leaders, and national school associations.

Host Your Own Collaboration Meeting

Plan and host a collaboration meeting in your region. CDP teams use these resources to establish collaboration teams, plan agendas, set goals, make plans, and create team charters. Consider them guidelines that can be adapted to fit each team's region, timeline, capacity, and other characteristics.

Reach Out to Your Local Principals

Build connections between Head Start programs and receiving schools through face-to-face meetings in October. Bring a principal to your program to join story time, meet a parent group, and strategize with you about school readiness goals. Visit the receiving school and learn how they extend a child's "head start." There's so much to share, from early learning goals and curricula to ways parents can stay involved. Celebrate your partnership by sharing highlights from your visit using the hashtag #LeadersinSchoolReadiness on Twitter, Facebook, and Instagram.

Engage Families as Leaders

Parents and families support their children's education and development. They hold key roles in Head Start and Early Head Start programs. Parents participate in decision-making, policy development, and activity organization in communities and states to improve children's safety, health, development, and learning experiences. Explore this collection of resources to learn how to involve families as leaders in your program.

Build Formal Collaborations with School Associations

The OHS has formalized partnerships with the National Association of Elementary School Principals (NAESP) and the School Superintendents Association (AASA) to improve the transition of Head Start children as they enter elementary school. Review the following memoranda of understanding (MOUs) for details:

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More than 320,000 Head Start children in the United States enter kindergarten each year. Research shows this transition is an important event in the lives of children and families that can make a difference in their immediate and ongoing school success. To learn more about supportive practices for transition to kindergarten, visit the Transition to Kindergarten page.

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Based on existing research and best practices, the Dual Capacity-Building Framework for Family-School Partnerships (Version 2) is designed to support the development of family engagement strategies, policies, and programs. It is not a blueprint for engagement initiatives, which must be designed to fit the particular contexts in which they are carried out. Instead, the Framework should be seen as a compass, laying out the goals and conditions necessary to chart a path toward effective family engagement efforts that are linked to student achievement and school improvement.
Suggested citation:
Mapp, K. L. & Bergman, E. (2019). Dual capacity-building framework for family-school partnerships (Version 2). Retrieved from: www.dualcapacity.org

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Based on existing research and best practices, the Dual Capacity-Building Framework for Family-School Partnerships (Version 2) is designed to support the development of family engagement strategies, policies, and programs. It is not a blueprint for engagement initiatives, which must be designed to fit the particular contexts in which they are carried out.

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https://us02web.zoom.us/j/81586444596

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National Equity Project: Liberatory Design Training

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National Equity Project: Liberatory Design Training

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Resources for supporting staff persons who need their own resilience support (compassion fatigue)

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Resources for supporting staff persons who need their own resilience support (compassion fatigue)

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Agenda Planning Tool

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Help Me Grow State wide Action Team Meeting-11/17

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Help Me Grow State wide Action Team Meeting-11/17

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Why Liberatory Design?
We are all living in challenging times that our past experience and training has not sufficiently prepared us for. Too often, well intentioned equity efforts do not succeed-and even produce unintended consequences. This can lead to frustration, hopelessness and cynicism.
It's important to consider why so many equity efforts stall or fail to achieve intended outcomes:

They do not employ a deep enough equity lens-for example, a diversity and inclusion focus as opposed to interrogating deeper causes produced by systemic oppression.

They take the form of traditional linear, hierarchical plans that focus on strategies, goals, timelines, metrics and accountability. These efforts don't recognize the messiness and complexity of the challenge, so they often are ineffective and, sometimes, even backfire.

They are created in the context of dominant white culture, in traditional structures (e.g. committees, task forces), or in teams that don't have an effective approach to the work. Common problems include:

group members unable to engage in authentic critical dialogue;

lack of trust, especially across role/power and identity difference, that undermines team efficacy;

the process doesn't bring forward sufficiently creative thinking;

urgency leads to hasty, misguided decisions;

creative and potentially powerful solutions are not accepted by leadership.

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Liberatory Design - National Equity Project

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Addressing equity challenges and change efforts in complex systems with liberatory design. Learn more about this process or register for an upcoming course.

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The Early Learning Advisory Council (ELAC) was created by the Legislature in 2007.

ELAC representatives from around the state meet regularly to provide input and recommendations to the Department of Children, Youth, and Families (DCYF) so our strategies and actions are well informed and broadly supported by parents, child care providers, health and safety experts and interested members of the public.

Governor Jay Inslee holds final authority for policy decisions.

The council has adopted a Racial Equity Framework through which it conducts its business as an advisory board to the Department of Children, Youth, and Families.

Members

The Early Learning Advisory Council (ELAC) members are a diverse group of people whose role is to provide DCYF with input and recommendations to inform DCYF's work.

ELAC includes parents, child care providers, health and safety experts, legislators, representatives of Tribal Nations, independent schools, K-12 and higher education, and others who are interested in creating a statewide early learning system that helps all children realize their full potential.

Some ELAC members are appointed by the Governor. Others are appointed by various entities as required in the legislation that created ELAC.

Meetings

The Early Learning Advisory Council has six regular meetings each year, held on the first Tuesday of odd months. At each meeting, ELAC members get updates on DCYF's work and provide input and recommendations to DCYF.

Members of the public are welcome to attend ELAC meetings. Public comment periods are offered throughout each meeting. The locations and times vary for each meeting.

2022
December 6, 2022 August 2, 2022 October 4, 2022 June 7, 2022 April 12, 2022 February 1, 2022
At the time of the meeting, please join the Zoom meeting via the link below.

9:00am-3:00pm

Meeting number (access code): 824 9183 1069
Meeting password: 904723

Join by phone: 1 253 215 8782 US Toll
Passcode: 904723

2021
December 7, 2021 October 5, 2021 - Joint Early Learning Advisory Council, Provider Supports Subcommittee, and Parent Advisory Group Meeting August 3, 2021 June 1, 2021 - Joint Provider Supports Subcommittee Meeting March 30, 2021 - Joint PAG Meeting February 2, 2021

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Department of Children, Youth & Families

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The Early Learning Advisory Council (ELAC) was created by the Legislature in 2007. Read the statutory language ELAC representatives from around the state meet regularly to provide input and recommendations to the Department of Children, Youth, and Families (DCYF) so our strategies and actions are well informed and broadly supported by parents, child care providers, health and safety experts and interested members of the public.

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Lindsay Boswell, YVCF
Michelle Siguenza,
Gretchen Stahr Bruening
Peter Finch
Lorena Ortega
Mari Taylor
Claudette Lindquist
Mikeal Allenbaugh
Lynn Harlington
Rondi Downs
Stacy Hackenmueller
Kyle Cook
Maggie Mendoza
Stacie Marez
Ric Pilgrim
Dr. B
Effie Martinson
Sandra Linde
Derek Johnson
Ronda Walters
Cynthia Juarez
Lowell Murphree
Marina Medrano
Cathy Idler
Minerva Pardo
Dianne Trevino
Tania Fonseca
Erica Peppers
Cindy taylor
Debbie Cameron
Betsy Nagle-McNaughton
Catherine Middl
Samantha Ruiz
Anjelica Torres
Juli Hamilton
Justin Irion
Rojasal
MIchele Cawley
Angelina Willett
Klenz
Donna Miller
Tomi Barragan
Alina Carmona
Dinora Lopez
Andrea Hernandez
Deb Stilson
Trissa Schiffner
Victor Cardenas
Alma Castillo
Ashley Jaeger
Jessie Gunn
Maria Lozano
Esther Osorio
Leanne Morse
Marisela Mont....
Melissa Gillaspy
Mindy Schultz
Jennifer Macias
Sandra Ruiz
Jamie Shores
Marilyn Bergevin
Katy Pomeroy
Carina Gonzalez
Amy Gutierrez
GC/CCC
Maira cell
ESD-Melinda

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Q&A Facilitator: Maggie Mendoza, Early Education P-3 Coordinator, ESD 105

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Q&A Facilitator: Maggie Mendoza, Early Education P-3 Coordinator, ESD 105