Spot on, Olympian. Prekindergarten must be part of basic education.

Posted on 25. Jan, 2010 by Bonnie.

If you see George Scarola in Oly this week, pass him some Gatorade. As you can see on our blog and legislative action page, we are powering through our 2010 ed reform marathon. Including preK in basic education is a key element to our 2010 education reform agenda.  So, what’s happening this week to ensure preK becomes part of Basic Education?

Today: Monday, January 25th, 3:30 pm
House Ways and Means Committee
House Hearing Rm A
John L. O’Brien Building

Action: Support HB 2731. This is a strong bill that includes preK for at-risk children in basic education as of 2012.

Wednesday, January 27th, 8 am
Senate Early Learning and K-12 Committee
Senate Hearing Rm 1
J.A. Cherberg Building

Action: Support SB 6759 with concerns. We commend Sen. Kauffman for her leadership on this issue, but we strongly suggest an amendment to the bill to include preK  in Basic Education from the outset. In the past three years, four key government groups have come to the same conclusion. The time for pondering and planning is over. Now is the time for action!

Click here to see a chart comparing the different preK legislation currently in committee.

Take Action! Email your legislators and urge them to make progress for kids and schools this session!

Prekindergarten must be part of basic education

THE OLYMPIAN | • Published January 24, 2010

The 2010 legislative session is a pivotal time for early childhood learning in this state. Lawmakers must include the prekindergarten years as part of basic education and continue to fund programs that prepare children and families for the early school years.

Other kindergartners came totally ill-prepared for the academic and social challenges that faced them.

While that’s still true today, great strides have been made in the past decade to raise the public’s awareness about brain development and the need to focus on those early learning years.

Molly Boyajian is director of early learning initiatives for Thrive by Five, a public/private partnership focused on the prekindergarten years. She says, “Investments in the early years is cheaper, better for the kids and more successful. If we get it wrong in the beginning with kids, it’s hard to go back and fix it later on.”

Science and the study of brain development verify that.

Research shows that 85 percent of the brain’s core structure – size, core, growth and much of its hard wiring – is developed by age 4. Yet in those pivotal years, less than 9 percent of the public’s investments in education and development is done, Boyajian said.

In 2006, state legislators and Gov. Chris Gregoire understood the need to put more emphasis and money in the early years when they created the state Department of Early Learning. It’s a Cabinet-level agency with 172 employees, most of whom are employed in the licensing arena.

The creation of the Department of Early Learning was a big step forward. For the first time there’s coordination among educators, social workers, parents, child advocates, physicians and other providers, working in collaboration to ensure that developing young minds get the attention they deserve and that children are prepared to meet the academic, social and emotional challenges that lie ahead of them.

“The research is clear – the education a child receives before the age of 5 is crucial to that child’s future academic success,” said Chris Korsmo, executive director of the League of Education Voters. “The more we invest in our children in those years before kindergarten, the more we are giving our children an advantage to compete during the rest of their school years and beyond.”

The first major assignment for the Department of Early Learning was to create a statewide plan that identifies key programs and strategies that help kids succeed. It could be a nurse who visits the family and talks to parents about proper nutrition. It could be a counselor who identifies a learning disability before the child shows up at the schoolhouse door. Or it could be a social worker who sees to it that an at-risk child living in poverty is enrolled in a Head Start program.

The state’s 10-year plan is in draft form and should be ready for adoption by late spring. That, too, is a positive step forward and having the plan in place, and spending priorities set should boost Washington state’s chance to receive part of President Barack Obama’s $1 billion Early Learning Challenge Fund. Obama along with Democrats and Republicans in Congress get it. They understand that investments in early childhood education pay huge dividends later on.

While not a national leader, Washington state is nonetheless well positioned to land its share of the federal pot of money. When matched with state dollars, that’s money that will help kids succeed.

The Legislature can boost Washington’s chances of financial success by signaling the state’s long-term commitment to high-quality prekindergarten learning. Lawmakers can do that by including prekindergarten learning as part of the state’s definition of basic education. Gov. Gregoire was right last year when she vetoed a section of the new basic education law because it did not include all students. Washington’s law must be inclusive and guarantee early childhood education to all, not just at-risk or targeted populations.

Lawmakers also must continue to press for certification of preschools to ensure that there are consistent standards of excellence. Certification can, and must, serve as a check on quality programs. Strong assessment and measurement tools are part of the solution, as are continued funding for proven early childhood education programs and coordination of efforts between the Office of the Superintendent of Public Instruction and the Department of Early Learning.

Korsmo, from the League of Education Voters, was right when she said, “If we take a few steps now to invest in our state early education program, we are poised to qualify for those federal dollars. That would be a historic opportunity for our state and our children. We want to make sure all children in our state are afforded the same opportunities during the most critical time for brain development in their lives.”

Lawmakers have the opportunity to do just that.

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PreK Now. It’s Basic!

Posted on 19. Jan, 2010 by Bonnie.

Today LEV Foundation board member Janet Levinger testified in support of HB 2731 - including preschool for at-risk 3- and 4-year olds in basic education. I have pasted it below. Janet was joined by 20 parents, providers, sheriffs (yes, there were two!) and child advocates who also testified in support of including preschool in basic education. At least 15 people also signed in to support 2731 without testifying.

Thank you Janet for standing up for Washington’s youngest learners.

Good afternoon. For the record, my name is Janet Levinger. I am here today as a community volunteer and child advocate. I currently serve on the boards of United Way of King County, Social Venture Partners, the League of Education Voters, Child Care Resources, and the Bellevue Schools Foundation. I am also on the advancement and communications committees of Thrive by Five Washington.

I am here today to speak in support of HB 2731 and applaud your vision to include PreK in basic education. I also like the mention of infant toddler programs in HB 2867.

Ever since I joined to Child Care Resources board - 13 years ago this month - my husband and I have focused our philanthropy and volunteer time on improving outcomes for all children by ensuring they have a strong state in life. Here’s why:

Imagine yourself as a 5-year-old. It’s your first day at school. You have a new lunch box and a new backpack and you’re all excited. But when you get to school, you have a hard time. You have trouble sitting still to listen to a story. You fight with other kids over a toy. You get in trouble with the teacher because you can’t wait until the end of circle time to play with the blocks. Other kids laugh at you when you don’t know how to write your name and have trouble holding onto a pencil. By the end of the week, the teacher now that you are one of the kids who is not ready for school and she can guess that you are one of the kids who will not graduate from high school.

Imagine yourself as a 5-year old - and you are already projected to fail.

My husband and I invest in quality early education because is shows that it makes a huge difference for kids.

Kids in quality programs enter kindergarten with a solid foundation of social skills and learning skills. They are less likely to repeat a grade, to be placed in special education, to commit a crime, or to become pregnant as a teen.

My husband and I invest in quality early education because it is a good investment for our community.

Research from prominent economists has shows that for every dollar invested in high quality PreK saves taxpayers up to $7 later. Not only are there savings from remedial and juvenile justice programs, but over the long-term, these kids are more likely to graduate from high school, gain stable employment, and contribute positively to our community.

Protecting PreK under basic education would ensure that the program could not be cut and that all eligible children would be served.

I grew up in Iowa and when I was 10-years old, my family moved to a new house. We were one of the first in a new development. My mother planted all sorts of trees - but they were scrawny twigs when she put them in no bigger than I was. I asked her what she was doing and she told me she was planting trees so we would have shade from the sun, apples to pick in the summer, and privacy from our neighbors. I remember looking around from our prairie hilltop and noticing that we did not have any neighbors and I thought she was crazy. But of course she was right. Over time, the small plants she carefully watered and pruned sheltered us from the sun, gave us fruit, and offered us privacy from the neighbors who did move in.

I know it’s hard to think 5, 12, or 20 years ahead. But I hope you will be like my mother and have the foresight to know that caring for our children now will bring many benefits in the future. Imagine that 5-year old - we can offer her a hopeful future instead of failure.

Including a program of early learning in Basic Education will guarantee that our limited resources are focused where the can make the most difference in the life of every child, and to our community.

Thank you.

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What our early learning town hall meetings accomplished

Posted on 10. Nov, 2009 by Bonnie.

In the past two weeks hundreds of parents in Seattle, Tacoma, Bellingham and Kirkland met with Bette Hyde, Director of the Department of Early Learning, Nina Auerbach, President of Thrive by Five Washington, and Superintendent of Public Schools Randy Dorn to talk about the challenges they face as they care for and educate their young children. You may have heard about the early learning town halls as a member of LEV or  MomsRising or the other great groups who made these meetings happen (Foundation for Early Learning, local PTAs, Children’s Alliance, CCR&R, and Washington Head Start/ECEAP Association).

So, why did parents brave the rain and cold?

Their feedback will help shape early learning recommendations for the 2010 Legislative Session and a ten-year early learning plan to be delivered to Governor Gregoire next month. These parents wanted to make sure that Washington’s Early Learning Plan will help their children succeed in school and life.

Did our input make a difference?

Access and affordability. We heard you loud and clear - but will the Early Learning Plan reflect that? Our discussion made a big difference on many levels, but we’re far from finished. While the 2010 recommendations are not final, the Department of Early Learning released preliminary recommendations to Gov. Gregoire and much of the feedback has been incorporated in these thoughts. The full document is available on the Department of Early Learning’s website, and here is a short summary:

1. Birth through 3 Continuum. Build and fund an aligned, integrated continuum of supports, services and programs for all children birth to age 3, and their families. Ensuring that infants and toddlers have good health, strong families, and positive early learning experiences will lay the foundation for success throughout their lives. Because this is also a critical period for meaningful intervention for children at‐risk, and with special needs, a first focus will be on early invention programs and services, such as: developmental screening; home visitation; programs consistent with Individuals with Disabilities Education Act (IDEA), Part C; Family, Friend and Neighbors support; and Early Head Start.
2. Voluntary Universal Prekindergarten for 4‐year olds implemented in mixed‐delivery system. Prekindergarten programs for 4‐year olds aim to promote the acquisition of skills, knowledge, and behaviors that are associated with success in elementary school. “Universal” means that the program is universally available (or nearly so) but that parents are free to enroll their children or not as they see fit.  Create voluntary universal preschool program for 4‐year‐olds as part of basic education; phase in to serve highest poverty communities first. Integrate and coordinate phase‐in of all‐day K with phase‐in of universal preschool for 4‐year‐olds.
3. State‐Funded Full‐Day Kindergarten - Enhancing Equity, Continuity and Quality Based on research, the Legislature prioritized full‐day kindergarten funding for schools with the highest percentage of students living in poverty (as measured by the number of students eligible for free and reduced‐price lunch). Full‐day kindergarten gives young children, particularly those living in poverty, the time to learn the foundational skills and knowledge that is so important to future school success.
4. Early Literacy. Promote early literacy and reading success in school for children birth through 3rd grade in the context of whole child development.
5. Early Learning Educator/Provider Supports. Continue to implement and expand a Quality Rating and Improvement System (QRIS) so that early learning and school‐age providers have the support and resources necessary to improve the quality of their programs and environments and so that families have the necessary consumer education to choose high quality programs for their children. Ensure that licensing is the foundation of QRIS, and that all licensed early learning programs participate. As QRIS is implemented, ensure that it is: tied to child care subsidy (e.g. tiered reimbursement); and integrated within the Professional Development Consortium’s recommendations for a comprehensive professional development system that focuses on achieving high‐quality, and that promotes a qualified and well compensated early learning workforce.
6. Enhance/Strengthen the Early Learning System Infrastructure. Continue to develop, strengthen and resource infrastructure elements needed to support the early learning system so that it functions effectively and with quality.
7. Strengthen Partnerships with Families and Communities. Promote and support parenting education and information. Engage parents, families, caregivers, and communities in shaping policies and systems.
8. Health Insurance and Medical Home. All children have health insurance and a medical home.

We are far from finished.

If you weren’t able to attend a meeting or if you did and have concerns about the list of priorities, there is still time to weigh in! The Drafting Team will be completing their recommendations in the next week and delivering them to Gov. Gregoire on December 1st. Please continue to weigh in on the Department of Early Learning survey or email me at bonnie@educationvoters.org.

For more information on the 2010 Legislative Recommendations and the Early Learning Plan, you can visit the Department of Early Learning website.

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pre[k]now recognizes Washington’s forward momentum on early learning in basic education.

Posted on 23. Oct, 2009 by Bonnie.

pre[k]now just released a new report: Vote Count - Legislative Action on Pre-K Fiscal Year 2010.

The report recognizes the Legislature’s work in the 2009 Legislative Session to include a program of early learning for at-risk children in the new definition of basic education. They briefly describe the work of the December 1st Drafting Team, the group of government agencies and early education advocates (including LEV) to develop recommendations to Gov. Gregoire for next session, including adding voluntary, universal preschool for all four-year-olds in basic education.

Want to learn more about how Preschool for All in basic education would ensure all children are ready for school and ready for life?

• Want to tell early learning leaders that you agree with [pre]know? Go to a local town hall near you in the next two weeks.
  
• Click here for a one-page description of Washington Preschool for All.
• Click here to show how this program would serve all at-risk three-year-olds by expanding ECEAP, all four-year-olds with universal preschool, and all kindergartners with full-day kindergarten.

Cutos to Sen. Oemig and McAuliffe for their great quote and support. Here is the full text from pre[k]now’s report:

In Washington, the high-quality Early Childhood Education and Assistance Program (ECEAP), which served 6 percent of the state’s four year olds in 2008,12 will suffer a funding cut of nearly 3 percent for FY10, reducing enrollment by about 170 children. Despite the cut, lawmakers attempted to preserve some momentum in the state by bringing pre-k into the state’s definition of basic education. Though the bill did not include funding provisions, the new language stated that early learning for at-risk children should be included in publicly funded education, just like kindergarten or first grade, and seemed to signal a real intent on the part of state legislators to provide high-quality pre-k for more children.

In a last-minute move that caught early childhood advocates and lawmakers entirely by surprise, the governor vetoed the legislation, citing a concern that the change did not define pre-k as a basic educational requirement for all children. Though the veto was disappointing, the governor did follow up by asking state education agency leaders to develop a proposal for the 2010 legislative session to ensure that all children have the benefit of early learning. Lawmakers and the governor will need to communicate and collaborate effectively to bring that plan to fruition, but should they do so, Washington could be on the path to offering pre-k for all four year olds - a smart strategy for the state’s economic future.

Washington State Senators Rosemary McAuliffe (D) and Eric Omeg (D), chair and vice chair of the Senate Early Learning & K-12 Education Committee: “Our students, educators and teachers deserve better, and we can’t give that to them without changing the way we invest in our schools… We must include early learning as a cornerstone of our school system.“

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The House passes the Student Aid and Fiscal Responsibility Act!

Posted on 17. Sep, 2009 by Bonnie.

Hooray!

Thanks to your hard work, the House of Representatives has passed the Student Aid and Fiscal Responsibility Act by a vote of 253-171!

Struggling to come up with the cash for college? House leadership, with the Obama administration’s support, wants to cut out the middle man from federal student loan programs and give students the chance to borrow directly from the federal government. Middlemen are ex$pensive - so the bill creates $92 BILLION in cost savings! Part of the savings would be spent on an Early Learning Challenge Fund to make sure all children have a quality education from the very start!

College student? Here’s how the SAFRA will help you:

For the past 35 years, the federal government has subsidized loans made by private banks to students through the Federal Family Education Loan program, guaranteeing loans up to 97 percent and allowing lenders to reap the profits. The Student Aid and Fiscal Responsibility Act - touted as the largest investment in higher education ever - shuts down that program, replacing it with a direct loan program run by the Education Department. The income-based payment plan eases the strain for graduates paying off loans.

Smartypants early learner (who can already read)? Here is how the SAFRA will help you:

Ensure young children enter kindergarten ready to succeed by creating an Early Learning Challenge Fund to provide states with $8 billion in competitive grants over 8 years. This investment would improve outcomes for all children and especially at-risk children-resulting in higher graduation rates, higher rates of college attendance, and higher earnings at work.

Everyone else?

This bill creates $92 billion in cost savings that will be spent on programs we know will save money and promote economic growth.  That’s a big hooray for everyone.

WASHINGTON, Sept. 17 /PRNewswire-USNewswire/ — Speaker Nancy Pelosi issued the following statement today after the House voted 253 to 171 this afternoon to pass the Student Aid and Fiscal Responsibility Act:

“Education is the best investment individuals can make in themselves, it is the best investment parents can make in their children, and it is the best investment a nation can make in their citizens. With that in mind, today the House passed the Student Aid and Fiscal Responsibility Act, the single largest investment in making college more affordable in the history of our nation.

“This legislation means that more students will enter college; that they will graduate with less debt; that the federal loan initiatives that they and their families depend upon are strengthened for decades to come; and that taxpayers will save money. It is fiscally responsible, following the strict standards of pay-as-you-go spending.

“This legislation seizes the opportunity to strengthen our nation by making a historic commitment to our students and a landmark investment in our future.”

Visit Speaker.gov

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Why I love The New School at South Shore.

Posted on 17. Sep, 2009 by Bonnie.

They’ve read the research and they’re using it to create change for real kids, right now. Early learning gains are the foundation for learning. Fade-out is not a factor at South Shore because grades K-3 are equally high-quality and pre-K - grade 3 teachers work together.

Lucky me, I’ve seen their model in action. I’ve met the kids. I’ve seen the results. You should stop by and check it out. In the meantime, check out this short video showing how their pre-K - grade 3 model works.

PRE-KINDERGARTEN — 3RD GRADE A New Beginning for American Education from Brian Quist on Vimeo.

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A strong case for including early learning in Race to the Top

Posted on 04. Sep, 2009 by Bonnie.

If you are reading our blog, chances are you know that we support our state applying for a federal  Race to the Top (RTT) grant.  Call us fanboys if you want - but we have a historic opportunity to use federal ARRA funds and expertise to accelerate and expand state reforms. The 2009 education reform legislation, ESHB 2261, launches a series of bold and critical initiatives, but they come with significant fiscal and design challenges. The federal government stands ready to assist with with resources and expertise. That’s not a bad thing.

Last month we released a report that makes the case for our eligibility and also highlights preliminary ideas to include in our RTT application, Using Stimulus to Drive Change: Opportunities for Washington State.

Another thing you might know about us - we’re big fans of early learning. Kindergarten should be the next step in education, not the first step. So, can we use our RTT application to bolster P-20 education reform efforts? Last month some of the most well-known early learning funders nationwide sent a letter to Sec. Arne Duncan asking the Obama Administration to think even bigger.

Race to the Top does tip it’s proverbial hat to P-20, but it could do more. They argue that the Race to the Top Fund is  missing a key link to pre-kindergarten. Here is their argument in a nutshell:

Given the power of the research and the scale of the Race to the Top’s ambition to make a difference, The Buffett Early Childhood Fund, The W.K. Kellogg Foundation, The David and Lucile Packard Foundation, and The Pew Charitable Trusts urge, in addition to the specific modifications outlined below, the Department of Education to elevate the level of priority given to “P-20 Coordination and Vertical alignment” from an “invitational priority” to a “competitive priority.” In doing so, the Race to the Top Fund will motivate states to design and implement their reforms starting with high-quality pre-kindergarten, assuring a much greater likelihood of success for America’s children and schools.

So, what would including early learning in RTT mean in terms of the four assurances?

1. Standards and Assessments: Voluntary, national standards should begin at pre-k, be grounded in child development principles, and be aligned with national assessments of kindergarten readiness and third grade performance.
2. Data Systems to Support Instruction: Longitudinal data systems should begin at pre-k, be designed so that data eventually can be captured at birth, and feed into Quality Rating Improvement Systems for pre-k linked to K-3.
3. Great Teachers and Leaders: Create a Pre-k – 3 Teaching Credential and Career Pathways for Early Educators.
4. Turning Around Struggling Schools: Implement early learning reform strategies in struggling schools and districts.

While the work isn’t complete, it is important to keep in mind that Washington State is making significant progress on every idea listed above. Race to the Top could seal the deal.

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Growing Excellence

Posted on 02. Sep, 2009 by Maggie.

Saturday September 19^th the Seattle Alliance of Black School Educators (SABSE) will be hosting a conference at the John Stanford Center for Excellence. Topics will address how to close the achievement gap, with special focus on knowing your child’s performance, your child’s changing graduation requirements, how to prepare your student for college, and how to help measure your school and student’s results.

It will feature keynote speaker Erin Jones, as well as a discussion panel with LEV staff Chris Korsmo, Kelly Munn, Maggie Wilkens and others.

To register, visit the SABSE website or email Ina Howell at ighowell@seattleschools.org.

Hope you can attend!

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TAKE ACTION: A bold proposal from the other Washington

Posted on 27. Jul, 2009 by Bonnie.

Can you think of a win-win for both young and older kids?

We can. It’s the Student Aid and Fiscal Responsibility Act, which would make a landmark investment in our nation’s future by preparing young children for success in school and young adults for the workforce.

Washington State’s delegation in the House of Representatives will play a key role in moving this legislation forward. They will vote on this legislation this week. That’s why we need you to take action today!

Contact your House member’s office and urge them to support the Student Aid and Fiscal Responsibility Act (HR 3221).

This legislation is critical to our state and nation’s future. It would:

• Ensure young children enter kindergarten ready to succeed by creating an Early Learning Challenge Fund to provide states with $8 billion in competitive grants over 8 years. Economists, business leaders and scientific researchers agree that quality early childhood services stand among the smartest public investments available. This investment would improve outcomes for all children and especially at-risk children—resulting in higher graduation rates, higher rates of college attendance, and higher earnings at work.

• Prepare more students for the workforce by improving access and affordability to higher education through expansion of loan and grant programs, strengthening our nation’s community college system, and keeping interest rates low for students receiving need-based federal loans.

Contact your House member’s office and urge them to vote YES on the Student Aid and Fiscal Responsibility Act (HR 3221).

This is potentially a historical step forward in the education of America’s children—including thousands in Washington State.

Check out our Executive Director Chris Korsmo in the Seattle Times yesterday on this legislation. “We know that what happens in the first five years of a child’s life has a lot to do with how the rest turns out.”

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How is early education financed?

Posted on 16. Jul, 2009 by Bonnie.

The million dollar question for any early education advocate. Last week Seattle CityClub held a panel discussion with Rep. Skip Priest and Valisa Smith of The Bill & Melinda Gates Foundation to better understand how the state has financed early education.  If you missed it, luck you, you can watch it on tvw.org right now (it will also run tonight on the station at 10 p.m.).

“Resources are a tough issue. I think one thing we have to do is do a better job of articulating the net cost (of early learning programs)… I would argue that if we did an effective job of the early learning, then in fact the net cost would be significantly less,” Priest said — referring to English Language Learner programs, remediation, dropout prevention and other costly programs that he thinks the state would rely on less if more money was directed to early learning.

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