Summary: June 10, 2002

Day 6 Topic: School Readiness

Moderators Helie and Ford introduced today's topic and posed several questions to elicit participants' opinions about School Readiness. Today's panelists are Whit Hayslip, Karen Hill-Scott, and John Vasconcellos.

Note: Postings on today's topic that appeared on the Web site by 8:00 PM Pacific time are included in this summary.

1. The draft Plan suggests ways to get all infants and toddlers ready for school: in brief, health and developmental screenings, better coordination of services for families who need or request them, and voluntary formal preschool for three- and four-year-olds. In what ways will implementing these recommendations help students become ready to make the most of their schooling? Will this increase students' achievement in later years? How can the early identification of children with disabilities and special needs be sufficiently coordinated with later school learning support programs to make a difference? Should preschool be made available to all families who desire it? Should kindergarten be required for all children?

   • Before establishing a mandatory or universal preschool program, the standards must be clear. Participants comments centered on a safe environment with nurturing caregivers; a play based, sensory environment; hands-on active learning, art, music, and movement; children's developmental needs as the basis; safe and healthy. Parental buy-in and transition to primary school were also deemed important considerations.
   • It was recommended that the state sponsor low-income children in existing private high quality preschools at full tuition cost.
   • In response to a question about how the budget for preschool support fits with the rest of the Plan and funding, it was noted that creating an education system is expensive and expensive changes must be phased in. Research indicates that dollars invested in early education pay dividends later for both students and taxpayers. While we should reduce new costs with some savings and efficiencies, in all likelihood we will need additional funds. Money invested smartly early in developing each child's innate instinct for learning will prove to save many times that in remediation later.
   • All areas that remain in the final Plan are part of a comprehensive strategy to achieve the education outcomes for California students. Preschool is a vital component of the strategy. The Joint Committee recognizes that significant additional investment will be required. The legislature is likely to apply several rules of thumb such as phasing activities in, incentives to business, and more when budgeting funds.
   • One participant noted that the biggest obstacle to effective education is economic and social stratification, particularly racism. If we are to have an impact on these realities with education, the education itself, its organization and financing must be consciously addressed to diminish such racism and stratification.
   • Research points out that children who do best in school have more than basic ability or aptitude: they have good health care, are well-nourished, and have a support system that fosters learning from the early years forward. We also know from research that early intervention and prevention head off problems before they become resistant to treatment.
   • Identifying children with special needs must include children with outstanding health or developmental issues. While these children may not require special education services, a broader screening is important to insure proper coordination with health, mental health and other community services.
   • Another aspect of screening preschool children is the importance of ongoing observation, conferring with parents, and contacting the family's school district. It was noted that advocating for children in the private sector would be easier if the concerns were met sooner and the public school preschool assessment team offered more serious consideration.
   • Several participants raised concerns about State encroachment on the rights of families to raise their children. These concerns were countered by assurances that the Plan is very clear about supporting families so they can fulfill their parental responsibilities. Where services are called for, they are available for voluntary usage.
   • Participants objected to mandatory "education" from birth through pre-K and/or kindergarten

2. To make the most of programs for pre-school-aged children and their families, the draft Master Plan suggests various ways to align or coordinate the early education and K-12 sectors. System issues related to these suggestions include: Early childhood education professionals and K-3 educators may have different ideas regarding student performance and developmentally appropriate expectations. How can we create a shared understanding? What do a "standards-based curriculum" and "assessment" mean in school readiness programs? What needs to be done regarding current members of the early care and education workforce who are not credentialed or certified, when higher standards go into effect? Much of California's wealth of expertise in the field of early childhood education is outside the traditional public school arena. Under the proposed governance structure, how can we ensure that early childhood development programs continue to benefit from this expertise?

   • To successfully align early education with the K-12 system, we need to align understanding and philosophies with a child development foundation of training and education for pre-service teachers. Institutions of higher learning need to focus on the research, body of knowledge and experience of professionals to bring the two systems together.
   • We need to restructure the certification and compensation system to include teachers of children, birth through university. This would create a tiered system that would position teachers by education and experience.
   • There should be a set standard of required reading of all pre-service teachers. We should consider extending time a pre-service teacher takes to complete teaching credential certification.
   • One participant noted the need to partner Preschool Standards with Kindergarten entry expectations. Developing and revising Preschool Standards can be accomplished by working with Early Literacy specialists, kindergarten teachers, elementary administrators, educational technology specialists, special education teachers, parents, and community members.
   • Curriculum and Performance Standards that include all developmental components--cognitive, social-emotional, language, physical--help prepare children for kindergarten.
   • It was noted that the CTC issues elementary teaching credentials with preschool authorization. This should mean there is consideration for educating children before formal school entry during.
   • The Plan should be seen as a bridge between the child care, education, and health communities.
   • A question was raised about how to balance "developmentally appropriate" and "standards-based curriculum". One implies a continuum of learning that children move along at their own pace of growth and maturation, and the other implies that during a given year, children will learn specific content.
   • We need to do a better job of linking preschool to the K-12 programs. Both preschool and elementary educators need more information on the developmental continuum of acquiring academic skills. Staff in all grade levels need to be aware of how and what children are learning.
   • We ought to assure healthy parenting education and quality school readiness preparation within quality child care and preschool programs available to every child no later than four years of age.
   • The "individualized plan for each child" should include children's transitions from early education to Kindergarten and throughout their education in K-12.
   • The Plan needs to guarantee access for infants and toddlers to child care and early learning services.
   • School readiness should incorporate family readiness.

While this summary contains the highlights from the many ideas that were offered, far more comprehensive information may be found in the discussion archives. We highly recommend that you read the original postings to discover the full richness of the discussion. We suggest you chose the Thread viewing option.

Background summaries, daily topics, questions and background information are available from the Agenda page.

Tuesday, June 11 will focus on Facilities and Finance.

I welcome your comments on the summaries.

Sally Hedman
Reporter