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 Kriddle@psesd.org

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

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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.