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12-15-21 Statewide CRE Meeting ANNOTATED IN MEETING.pdf

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12-15-21 Statewide CRE Meeting Notes.pdf

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CRE Barriers & Solutions Matrix + Potential Work Areas 01-17-22.pdf

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"A shared process among community programs serving children ages 3-5 to support families in selecting a high-quality early learning program that best meets the needs of each child and family; and to assure that community early learning programs are working together in ways that maximize resources and serve the most children possible."  --OSPI

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"A shared process among community programs serving children ages 3-5 to support families in selecting a high-quality early learning program that best meets the needs of each child and family; and to assure that community early learning programs are working together in ways that maximize resources and serve the most children possible."  --OSPI

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Copy of Template for Early Childhood 4-Year Old Opportunities

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Four Early Learning in the Upper Valley in ENG and SPA.pdf

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Copy of Rochester Early Childhhood 4-Year Old Opportunities

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Yakima area ECEAP contractors participate in a shared Health Advisory Committee. Participants include Catholic Charities, EPIC, ESD 105, Granger School District, and Selah School District. At this time, Danielle Rasmussen with Catholic Charities facilitates the group.

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In March 2020 early learning partners formed the Early Learning Pandemic Committee in response to COVID. The group continues to meet every other Tuesday morning at 8 a.m. to share program updates, discuss health needs, share resources, etc.

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Why Early Learning is Important:

Research has shown that children who are able to participate in early learning programs perform better throughout their years of schooling. Early learning programs focus on six areas of kindergarten readiness:

Social-Emotional - Children do better in school when they can regulate their emotions, establish positive relationships with others, and constructively participate in group settings.

Physical - The early years are important for the development of fundamental gross-motor and fine-motor skills needed to be active learners.

Language - Children need to understand increasingly complex language and use language to express their thoughts, ideas, needs, and feelings.

Cognitive - Children are more successful in school when they have positive approaches to learning, and are able to attend, engage, and persist to solve problems.

Literacy - A child's progress in reading and writing is one of the best predictors of whether the child will function competently in school and in life.

Math - Research shows that math is the number one predictor of future success in reading and math.*

*Duncan, Greg. University of California, 2007. Early Childhood Longitudinal studies. "The strongest predictors of later achievement are school-entry math, reading, and attention skills. Early math skills have the greatest predictive power."

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Research has shown that children who are able to participate in early learning programs perform better throughout their years of schooling. Early learning programs focus on six areas of kindergarten readiness: Social-Emotional - Children do better in school when they can regulate their emotions, establish positive relationships with others, and constructively participate in group settings.

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With COVID enrollment was hard-struggle with filling half day slots (ECEAP). Parent survey indicate a need to full day services.

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With COVID enrollment was hard-struggle with filling half day slots (ECEAP). Parent survey indicate a need to full day services.

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-Struggle of maintaining enrollment
-Feelings of competition rather than collaboration
-Need for neutral entity to facilitate CRE
-Knowing all of the early learning programs available in a region or area
-Some early learning providers not as linked in--faith based, unlicensed programs, etc.
-Keeping information up-to-date.
-Needing to keep program details up-to-date.
-Family voice. Focus on challenges of the system, risk to providers vs. family centered decision making and design.
-Child care highly dependent on preschool aged children for business success. Can not operate serving only infants and toddlers.

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-Identify unmet needs for those who qualify for state/federal programs.
-Identify needs for families who don't qualify for state/federal yet can not afford private pay.

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Washington State Migrant Education Program MOU w/Inspire Development Centers

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Washington State Migrant Education Program MOU w/Inspire Development Centers

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This MOU is between ESD 105, 123, 189, 171, & IDC, to facilitate the sharing of information that may lead to the identification and recruitment of potential migrant families and their children and to ensure access to high quality early learning environments.

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Robust and Representative Family Committee

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Robust and Representative Family Committee

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Support a group of parents/caregivers from various demographics to inform the design process.

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Juli, Maggie, Cynthia, Dana - Early Learning Leadership team

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Juli, Maggie, Cynthia, Dana - Early Learning Leadership team

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Community Preschools
Parents/Families

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Some districts have well-established partnerships with community preschool providers in which they address alignment of instruction, strategies, teacher PD, etc. Examples are Ellensburg and WVSD P-3 Collaboration with preschool providers. Sunnyside has the P-3 Sunnyside Team that meets bi-monthly; it's led by Jeri Paulakis, Kinder School Principal and attended by Kinder teachers and community-based preschool/child care providers. Can we leverage these existing partnerships for CRE on a district by district?

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WA State Early Learning Program Comparison

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04-20-22 Statewide CRE Meeting Summary v4.pdf

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05-18-22 Statewide CRE Meeting Summary v3.pdf

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06-15-22 Statewide CRE Meeting REVISED c.pdf