A A Best StartBest Start in Our in Our School CommunitiesSchool Communities

Regional Regional ForumsForumsNovember November 20052005

A Prayer for Our ChildrenA Prayer for Our Children

We believe, We believe, O Lord that all children are a gift of GodO Lord that all children are a gift of God-- the hope of a new tomorrow.the hope of a new tomorrow.

We believe that they shall mature as only people canWe believe that they shall mature as only people can--Through laughter and tears, through trial and errorThrough laughter and tears, through trial and error

By reward and discipline, through affection and loveBy reward and discipline, through affection and love--Until they stretch their wings and leave the nest to fly.Until they stretch their wings and leave the nest to fly.

God, we believe in all children.God, we believe in all children.Help us to live and make sound decisions so that they may alwaysHelp us to live and make sound decisions so that they may always havehave

good reason to believe in us too…And so in Yougood reason to believe in us too…And so in You

Amen.Amen.

Best Start AgendaBest Start Agenda

WelcomeWelcome, Prayer, Opening Reflection and , Prayer, Opening Reflection and IntroductionsIntroductionsIntroductory RemarksIntroductory RemarksBackground Information on Best StartBackground Information on Best StartImplications for TCDSBImplications for TCDSBQuestion PeriodQuestion PeriodClosing Closing RemarksRemarks

A Reflection Based on the UN Convention on the Rights of the Child

Red Fox 2002

Anywhere and everywhere in the big wide world

these are the rights of these are the rights of every child…every child…

Pick us up if we fall Pick us up if we fall down and if we are lost down and if we are lost

lend us your hand.lend us your hand.

Give us things we need to make us happy and

strong.

Always do your best for us whenever we

are in your care.

Let us

grow,

grow,

grow,

until we are grown up and can decide things for ourselves.

Give each one of us a name and a land to call our own.

Allow us to tell you what we are thinking or feeling.

Listen to us and what we say.

Keep our families together, and if we have no family

love us just the same.

Protect us always from anyone who

would be cruel.

If we are disabled, either in body or in mind, treasure us and give

us the care we need to live happily in the world.

Watch over us.

Make sure we have enough to eat and drink. If we are sick, nurse and comfort us.

Teach us all to read and

write. Teach us well so we

grow up to be the best we

can at whatever we wish to do.

Give us time to play and time to rest when we are tired.

In times of war, do not make us

part of any battle, but shelter us and protect us from all

harm.

Allow us to say our own prayers

in our own words.

Let us sing and dance and dress in

the ways of our own people.

Whoever we are, wherever we live,

these are the rights of every child.

Every child in Ontario deserves a….Every child in Ontario deserves a….

What can my school do?What can our school communities do?

How our Children are Doing…How our Children are Doing…

Ontario’s children are generally doing well. But we do have Ontario’s children are generally doing well. But we do have concerns…concerns…1 in every 4 children in Ontario may enter school not ready to 1 in every 4 children in Ontario may enter school not ready to learnlearnIn 2004, results from Grade 3 Provincial Test reveal that only In 2004, results from Grade 3 Provincial Test reveal that only 54% of English54% of English--language students achieved provincial standard language students achieved provincial standard for reading, 58% for writing and 64% for mathematicsfor reading, 58% for writing and 64% for mathematics5% of live births in Ontario are babies born to teens5% of live births in Ontario are babies born to teens1010--15% of women, 26% of teens suffer from postpartum 15% of women, 26% of teens suffer from postpartum depressiondepression373, 000 children living in poverty in Ontario373, 000 children living in poverty in Ontario

These are problems we must address if we want children to reach These are problems we must address if we want children to reach their full potential.their full potential.

All Children need a Best Start…All Children need a Best Start…

Best StartBest Start is a major redesign of is a major redesign of services in how children and families services in how children and families are supported from birth through are supported from birth through Grade One. Grade One. Best StartBest Start is an ambitious is an ambitious comprehensive early learning and care comprehensive early learning and care strategy that requires different strategy that requires different ministries to work together to address ministries to work together to address all factors that put young children at all factors that put young children at risk.risk.Best StartBest Start is a partnership among is a partnership among Ministries, levels of government and Ministries, levels of government and community organizations and services.community organizations and services.Best StartBest Start is a ten year plan.is a ten year plan.

Best Start GoalsBest Start Goals

•Children in Ontario will be ready and eager to achieve success in school by the time they start Grade One.

•Ontario will be an international leader in helping all children realize their social, intellectual, economic and physical potential.

Benefits of a Best Start…Benefits of a Best Start…

Best StartBest Start is a partnership with all parents and families. It is a partnership with all parents and families. It will:will:Help parents support their children by providing a variety of Help parents support their children by providing a variety of parenting supportsparenting supportsMake high quality early learning and care available for our Make high quality early learning and care available for our youngest learnersyoungest learnersHelp identify and provide support to children who need extra Help identify and provide support to children who need extra helphelpHelp make the transition to Grade One as smooth, seamless and Help make the transition to Grade One as smooth, seamless and successful as possiblesuccessful as possibleBuild on partnerships within communities and with federal, Build on partnerships within communities and with federal, provincial and municipal levels of government provincial and municipal levels of government

The Most Effective Way of The Most Effective Way of SupportSupportingingYoung Young Children…Children…

The early years from conception to The early years from conception to age six have the most influence age six have the most influence on brain development and on brain development and subsequent learning, behaviours subsequent learning, behaviours and health. (McCain and and health. (McCain and Mustard, 1999)Mustard, 1999)

Studies have shown that high Studies have shown that high quality licensed child care quality licensed child care centres, which involve parents centres, which involve parents and help children develop and help children develop cognitive and social skills can cognitive and social skills can assist children during their later assist children during their later school years.school years.((PeisnerPeisner--Feinberg, 1999)Feinberg, 1999)

Selection of Child Care OperatorsSelection of Child Care Operators

The TCDSB supports the establishment and expansion of high The TCDSB supports the establishment and expansion of high quality child care. Suitable Operators must:quality child care. Suitable Operators must:Be nonBe non--profitprofitDemonstrate a history of operating high quality child care in Demonstrate a history of operating high quality child care in schoolsschoolsBe financially viableBe financially viable

Operators currently serving selected schools will be given priorOperators currently serving selected schools will be given priority.ity.

An Operator selection and review panel will be established that An Operator selection and review panel will be established that is is comprised of a representative from the TCDSB Community comprised of a representative from the TCDSB Community Relations Department, the Principal and a City representative.Relations Department, the Principal and a City representative.

Early Learning and Care HubsEarly Learning and Care Hubs

Children’s Treatment

Developmental Services

Children’s Mental Health

Child Welfare

Early Screening & AssessmentToronto Public Health Programs

Nutrition ProgramsParenting Programs

Child Care, Junior and Senior KindergartenPreschool Speech and Language

Recreational Programs

Schools First Policy

Implications for TCDSBImplications for TCDSB

Long Term Benefits:Long Term Benefits:Every school will be part of a Every school will be part of a neighbourhood early learning and neighbourhood early learning and care hub that will provide care hub that will provide integrated services and supports integrated services and supports for families with young children.for families with young children.4433 approved Best Start sites across approved Best Start sites across TCDSB in phase 1TCDSB in phase 1Increase from 31 to 74 child care Increase from 31 to 74 child care facilities in schoolsfacilities in schoolsIncrease of 1,Increase of 1,171 171 child care spaces child care spaces Increase Increase in community in community partnerships (e.g. OEYC, Toronto partnerships (e.g. OEYC, Toronto Public Health, PrePublic Health, Pre--school Speech school Speech and Language etc.)and Language etc.)IncreaseIncreasedd enrolmentenrolment

Short Term Short Term Challenges:Challenges:Construction to retrofit Construction to retrofit classrooms or assigned spaces classrooms or assigned spaces for the child carefor the child careTemporary relocation of some Temporary relocation of some students during the yearstudents during the yearPortables may be required in Portables may be required in schools with space challengesschools with space challenges

City Approved CriteriaCity Approved Criteria

City report passed by Council on October City report passed by Council on October 28, 200528, 2005City approved “High Needs” areas based City approved “High Needs” areas based on the following criteria:on the following criteria:

1)1) Access to child care Access to child care 2)2) High levels of child povertyHigh levels of child poverty

TCDSB Schools Submitted To City TCDSB Schools Submitted To City Of Toronto For Consideration Of Toronto For Consideration

1.1. SCHOOLS IN HIGH NEEDS AREAS WITH AVAILABLE SCHOOLS IN HIGH NEEDS AREAS WITH AVAILABLE SPACESPACE

2.2. SCHOOLS IN HIGH NEEDS AREAS WITH SCHOOLS IN HIGH NEEDS AREAS WITH POTENTIAL SPACEPOTENTIAL SPACE

3.3. SCHOOLS IN HIGH NEEDS AREAS WITH SCHOOLS IN HIGH NEEDS AREAS WITH POTENTIAL FOR PURPOSEPOTENTIAL FOR PURPOSE--BUILT ADDITIONSBUILT ADDITIONS

4.4. CLOSED SCHOOLSCLOSED SCHOOLS5.5. ALL OTHER ELEMENTARY SCHOOLS WITH EITHER ALL OTHER ELEMENTARY SCHOOLS WITH EITHER

BETTER ACCESS TO CHILD CARE OR NOT BETTER ACCESS TO CHILD CARE OR NOT SITUATED IN OR NEAR AREAS OF NEEDSITUATED IN OR NEAR AREAS OF NEED

Schools Meeting City CriteriaSchools Meeting City Criteria

PHASE 1: PHASE 1: 43 TCDSB SCHOOLS43 TCDSB SCHOOLS1,251 CHILD CARE SPACES1,251 CHILD CARE SPACESCITY FUNDING: $10,000 PER SPACE= CITY FUNDING: $10,000 PER SPACE= $12.510M$12.510M

PHASE 2:PHASE 2:18 TCDSB SCHOOLS18 TCDSB SCHOOLS1, 339 CHILD CARE SPACES1, 339 CHILD CARE SPACESCITY FUNDING: $30,000 PER SPACE= CITY FUNDING: $30,000 PER SPACE= $40.170M$40.170M

POTENTIAL CITY FUNDING FOR TCDSB POTENTIAL CITY FUNDING FOR TCDSB $52.680M$52.680M

City Funding And TimelinesCity Funding And Timelines

$32M $32M WORK TO BE COMPLETED BY WORK TO BE COMPLETED BY MARCH 31, 2006MARCH 31, 2006

$14M $14M WORK TO BE COMPLETED BY WORK TO BE COMPLETED BY MARCH 2007MARCH 2007

$43M $43M WORK TO BE COMPLETED BY WORK TO BE COMPLETED BY MARCH 2008MARCH 2008

$89M$89M TOTAL AVAILABLE CAPITAL TOTAL AVAILABLE CAPITAL FUNDINGFUNDING

Possible ImpactPossible Impact

IN ORDER FOR TCDSB TO IMPLEMENT IN ORDER FOR TCDSB TO IMPLEMENT A BEST START PROGRAM IN MANY OF A BEST START PROGRAM IN MANY OF THE 43 PHASE 1 SCHOOLS:THE 43 PHASE 1 SCHOOLS:STUDENTS MAY BE RELOCATED FROM STUDENTS MAY BE RELOCATED FROM GROUND FLOOR CLASSROOMSGROUND FLOOR CLASSROOMSPORTABLES MAY BE REQUIRED TO PORTABLES MAY BE REQUIRED TO ACCOMMODATE OLDER STUDENTSACCOMMODATE OLDER STUDENTS

Phase 1 Implementation StagesPhase 1 Implementation Stages

Stage 1: Allocation of Best Start/Child Care RoomStage 1: Allocation of Best Start/Child Care RoomStage 2: Design of the Best Start Room(s), Stage 2: Design of the Best Start Room(s),

Outdoor Space, Alterations for Displaced Outdoor Space, Alterations for Displaced StudentsStudents

Stage 3: Construction of Best Start ProjectsStage 3: Construction of Best Start ProjectsStage 4: Delivery & Hook up of Portables (if Stage 4: Delivery & Hook up of Portables (if

required)required)

Question PeriodQuestion Period

Some Next Steps…Some Next Steps…Facilities Implementation

Development of Programming

Ongoing Communication

Operator Selection Process

Establishing Community Partners

It Takes a Village to Raise a Child…It Takes a Village to Raise a Child…

Together,

We can create caring communities that support healthy child development and ensure that all children are off

to a…Best Start.

Additional Information…Additional Information…Access the BEST START link on the TCDSB website atwww.tcdsb.org . Some other useful websites include:

www.children.gov.on.ca•Implementation Planning Guidelines for Best Start Networks, 2005

•The Early Years Study, 1999

•Best Start Action Plan: Ontario’s Plan for Early Learning and Child Care, 2005

•Ontario’s Baseline Report on Early Learning and Child Care, 2004

www.beststart.org•Ontario’s Maternal Newborn & Early Childhood Development Resource Centre

www.city.toronto.on.ca/children/index.html