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March 23, 2015

City of Pasadena Proposed Revised Early Child Development Policy. March 23, 2015. Recommendation. It is recommended that the City Council:

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March 23, 2015

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  1. City of Pasadena Proposed Revised Early Child Development Policy March 23, 2015

  2. Recommendation It is recommended that the City Council: 1. Find that the proposed Revised Child Care Policy is exempt from the California Environmental Quality Act (“CEQA”) pursuant to State CEQA Guidelines Section 15061(b)(3); and 2. Receive and Adopt the Revised Child Care Policy renamed the Early Child Development Policy; 3. Adopt a resolution in support of Developing an Early Learning City by the Year 2025. 4. Direct staff to work with the Human Services Commission, and return within 45 days with a proposed structure for an Early Child Development standing committee of the Human Services Commission as further outlined in the background section of this report; and 5. To the extent the City Council may wish to consider allocating resources such as staffing, to support implementation and monitoring of the Policy, it is recommended that such consideration be deferred at this time and made part of the Fiscal Year 2016 Operating Budget process.

  3. Context for Updating the Former Child Care Issue Policy PUSD Family Resource Center Council provided direction at June 16, 2014 Budget Hearing to update the policy and bring funding options for the defunded position Original policy approved in 1989 and updated in 1994 had broad focus on legislation, transportation, child care access and school-age children Human Services Commission began work on updating the Policy in August 2014 under the leadership of the Chair, who appointed an Early Child Development Ad Hoc Committee Updated proposed policy calls for a system-wide focus on data and service alignment to meet the developmental needs of children 0-5 years

  4. Strategy for Action in School/City/Community Work Plan Findings:  What does the data tell us? • Children living in poverty face numerous obstacles when it comes to academic success, which can be traced all the way to high school graduation • The achievement gap persists to high school and is linked to social and economic problems later in life, including illiteracy, teen pregnancy, high dropout rates and unemployment (Heckman, 2008) • One of the measures studied at the start of this process, was how students enter PUSD elementary schools with varying levels of skills and language proficiency, with 78% of incoming Kindergarten students scoring proficient with skills tested, in comparison to 29% at another school within same district.[1] Indicators: What conditions need to change according to result work team 1… • Children Attend Early Childhood Programs • Children are Ready for Kindergarten • Early Identification of Children with Special Needs • Effective Parenting for Learning • Families Connected to Support Networks/Services • PUSD results on Dynamic Indicators of Basic Early Literacy Skills (DIBELs) Work Teams in Action What we Know about the State of Young Children as Identified in the 2014 School/City/Community Progress Report

  5. Contributing Factors to Poor Community Health Outcomes Importance of Early Child Development and Striving for Healthy Families, Neighborhoods, Schools and Community—A Focus on 0-5 Years

  6. Best Practice Review Below are agencies and initiatives the Commission and Ad Hoc studied to prepare for revising the policy: • Early Child Development and National League of Cities • Hartford, Connecticut • Santa Monica, California • San Jose, California • Consulted with subject matter experts in the local area on current child development science

  7. Highlights of the Proposed Revised Early Child Development Policy • Draws on sharing of cross-sector data (School District, Police Department, Early Child Development Instrument Tool, Quality of Life Index) • Focus on issues impacting human development such as neighborhood safety, poverty, resources for parents, housing, etc. • Loss of early developmental potential has great impacts on quality of life • Policy addresses whole child, whole family and whole community • Enhances protective factors • Uses mapping technology to identify resources and needs at the neighborhood block level • Challenges in current system of delivery model is that they largely focus on program outcomes rather than population • Provides short-term and long-term strategic directives Graphic from HealthyPasadena.org Implementation Strategy Tracker

  8. Organized for Action The Policy is Organized for Action: • The Preamble including the New Understanding of Child Well Being; • Our Local Context, including the Early Development Instrument Tool Maps; • Other Cities’ Approaches; • The Master Plan for the Young Child:  The Five Action Steps (which includes the creation of the proposed Standing Committee); and Core of the Master Plan:  The Eight Building Blocks. • Create an independent Office of the Young Child • Rename the position to Early Child Development Coordinator • Create an Early Child Development Standing Committee • Ongoing engagement

  9. Master Plan for the Young Child Master Plan for the Young Child is a 5 Year Plan: • Elements of an Aligned System for Young Children • Formalize partnerships, leverages funding, improves communication an data sharing • Partnerships and Collaboration • Integration of services for children and families and builds on current systems in place such as local resource and referral agency • Data Collection—Measures Success • Set goals and measures results with ongoing improvement • Health and Wellness Strategies for Infants and Children • Strengthens safety net services to empower parents with a focus on birding services to critical service delivery points • Access to High-Quality Early Education Experiences in a Variety of Settings • Seeks to improve awareness of and access to a range of early child development experiences and improving overall quality • Neighborhood-Based Parent Engagement and Family Supports • Strengthens parent knowledge and access to resources and supports • Programs for English Language Learners and Culturally Specific Early Learning/Child Care • Provides for bilingual and culturally appropriate supports to parents • Transition from Pre-School to Kindergarten • Brings resources together to aid families in transitioning their young person to kindergarten

  10. UCLA Early Child Development Instrument Findings Presented by Patricia Bowie, UCLA Center for Healthier Children, Families and Communities

  11. UCLA Early Child Development Instrument Findings

  12. UCLA Early Child Development Instrument Findings

  13. UCLA Early Child Development Instrument Findings

  14. UCLA Early Child Development Instrument Findings

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