LOS ANGELES UNIVERSAL PRESCHOOL Becoming Our Best

1. LOS ANGELES UNIVERSAL PRESCHOOL Becoming Our Best Funded by:

2. LAUP Introduction 2 • Rationale and Intent of Prop 10: • “California taxpayers spend billions of dollars on public education each year, yet there are few programs designed specifically to help prepare children to enter school in good health, ready and able to learn, and emotionally well-developed.” • “Establish community-based programs to provide parental education and family support services relevant to effective childhood development…into an integrated system from the consumer's perspective.” • To accomplish this: • LAUP Network uses a diversified approach to meeting the challenges of developing high quality preschool in Los Angeles County through our partnerships with Early Learning Providers

3. The LAUP Model 3 • The LAUP model is in alignment with current and emerging trends in preschool across the country: • Quality Rating and Improvement Systems (QRIS) • Tiered Funding Structure • Workforce Development (e.g., all Head Start teachers must have BA degrees within 4 years) • Preschool without quality is not a sound investment • Longitudinal research to identify child outcomes is dependent upon a consistent model

4. External Recognition of LAUP Model 4 • LAUP Network will be highlighted as a model of a cost-efficient and effective preschool system in an upcoming publication Dr. David L. Kirp, author of The Sandbox Investment • LAUP’s organizational excellence was acknowledged by the California Council for Excellence – CAPE Award • At the request of the US Dept of Education, LAUP provided an educational briefing on LAUP’s network model and quality systems in Washington, DC • LAUP Network has become a trusted media source on early childhood education, recently featured on a national news segment on NBC Nightly News, MSN, and CNN among others • LAUP Network received an affirmation of its model from the First 5 LA Commission

5. LAUP Comparative Cost Per Space in a Post Prop 82 Era 5 LAUP: $5,190 ECE High: $25K CA: $4.3K ARK: $4K ECE Low: $2.1K CO: $5.9K NJ: $7K OR: $12K

6. Direct Quality Support: Coaching • Research has demonstrated that high quality preschool is related to positive social emotional, healthy, family and community outcomes. • The LAUP coaching and program services model helps strengthen the preschools capacity to support their program families and community to have positive outcomes. • LAUP’s Coaching Model consists of three unique units: • Fiscal Provider Services [FPS] • Provider Operations [PO] • Starting Points [SP] • Coaches and Teachers work with providers to determine strengths, needs, and areas for improvement and subsequently support improvement efforts. • Coaching support and Teaching Improvements have been directly linked to positive child outcomes. 6

7. Direct Quality Support: ECERS 5-Star 4-Star 3-Star 7

8. UPCOS: Overview Representative sample of 1,555 children from 97 center-based programs selected summer 2007. Data collected fall and spring 2007-2008. Multi-method data collection included: Direct child assessments (N=1,555) Parent interviews and ratings (N=1,379) Teacher interviews and ratings (N=147) Classroom observations (N=87) 8

9. Family Income 9 0-100% FPL 100-199% FPL 300%+ FPL 200-299% FPL

10. Children’s Race/Ethnicity 10

11. Groups of Children by Language 11

12. Children’s School Readiness Outcomes Children’s language and literacy skills, on average, were above national norms. However, Spanish-speaking children’s spelling scores and all children’s expressive vocabulary were lower. Positive social skills were above national norms. Negative behaviors below (better) than norms. Children’s early math skills improved (no national comparison available yet). Children performed well in measures of self-regulation, attention, and impulse control. 20% of LAUP children had BMIs in the obese range. 12

13. Family & Child Characteristics Associated with Outcomes Children in families with more than 3 risk factors had lower spring scores. Spanish-speaking children performed lower than English-speaking children. Children improved from fall to spring, but performance of low-scoring children was still not up to national norms by the end of preschool. Scores of some of the lowest scoring children indicate that they may have unidentified special needs. 13

14. Program Characteristics Teachers were well educated (61% with BA or higher degree) and experienced (avg. of 12 years teaching preschool). 31% of children were in classes using High/Scope or Creative Curriculum. 33% were in classes with no specific curriculum. 32% were in classes where teachers did not screen for health or developmental problems. 14

15. Classroom Quality* Average class size (observed) = 18; Average child:staff ratio = 6:1 but range was wide. Overall quality was equal to or higher than found in other studies. Scores on the Instructional Support domain were low (similar to findings in other studies) ECERS-R scores and teachers’ education (AA or higher) were associated with CLASS scores. Class size was associated with CLASS scores (larger classes = lower quality). 15 *Measured by the Classroom Assessment Scoring System (CLASS)

16. Implications: Supports for ELL Children Given the lower performance among Spanish-speaking children, need to understand why attendance rates are lower than English-speaking children. Teachers need the skills, strategies, and support to teach ELL children more effectively, particularly in language and literacy. 16

17. Implications: Developmental Screenings Given the low levels of performance of a percentage of LAUP children, and the high percentage who do not receive developmental screenings, greater attention is needed to ensure that providers conduct early developmental screenings to identify and work with children in the lower range of the distribution. 17

18. Implications: Instructional Support & Curriculum Standards 18 • Although overall program quality was generally good, teachers’ low scores in providing “instructional support” for children highlights an opportunity to provide teachers more support in concept development, quality of feedback to children, and language modeling. • Given the absence of established, comprehensive curricula in a large number of programs, develop more specific curriculum standards.

19. Critical Outcomes for Future Funding 19 • Child Outcomes that promote children’s readiness and success in school are achieved as measured by: • Children’s: • Language development • Literacy • Math • Social/ Emotional development • Motor Skills and Physical development • Teacher and Preschool Quality • Leveraging Community Resources

20. Critical Outcomes for Future Funding 20 • Children from LAUP Network Programs will have improved 3rd Grade Reading Scores • LAUP Children regularly attend their preschool • Parents/ Families are engaged in their child’s preschool program • The LAUP Network practices reflect evidenced based strategies that incorporate lessons from evaluations • Increase “Matching Funding” • Change public will and policies to further the goal of universal preschool

21. Direct Quality Support: Program Services 21 • Parent Engagement Resource Specialists: • In 2008, approximately 73% of LAUP parents wanted their child’s preschool to offer more opportunities for them to be involved • Parent Engagement Specialists work with providers to plan, coordinate, and host parent events • LAUP alumni parents are offered training and resources and are invited to events to ensure that parents remain connected to LAUP • Transition, Articulation, and Curriculum: • LAUP’s transition support is critical: 94% of LAUP providers are located in zip codes served by school districts with 3rd grade reading scores below the state average • LAUP’s PK-3 project focuses on strategies to improve 3rd grade reading scores which can be applied to LAUP programs. • TAC trainings for providers are both cost efficient (avg. $5.50 per provider) and scalable as each provider can share resources and information with other preschool staff and their parents

22. Direct Quality Support: Program ServicesFocus for Improvement 22 • Key Special Initiatives include: • English Language Learner (ELL) • Health and Wellness • Foster Children / Psycho-Emotional Health • Special Needs • Target areas and training topics are research-based to meet local community needs • No current state or federal programs exist to address the needs that LAUP’s Special Initiatives tackle, so the LAUP Network is needed to ensure success in these areas. We are Pioneers Together!

23. Direct Quality Support: Workforce Development 23 • ECE movement towards BA level teachers • 44% of LAUP’s lead teachers hold BA degrees • LAUP’s Lead Teacher Requirements: NOTE: 5-star Assistant Teacher requirements = 3-star Lead Teacher requirements. This leads to increased costs for 5-star programs as it is a challenge to keep quality assistant teachers. • Research exists linking better-trained, better-qualified teachers and improved outcomes for children’s school readiness and life competency.

24. Direct Operational Support From LAUP 24 • Awareness & Enrollment • Because LAUP is an innovative and relatively new system, it is necessary to promote, publicize, and increase awareness • Enrollment campaigns inform parents about openings in LAUP-funded sites • LAUP supports preschools by providing individualized technical assistance, network-wide workshops, and the resources such as door hanger, signs, and banners • An enhanced LAUP focus on awareness and enrollment has led to enrollment at 93% (up from approximately 80%) • Program & Fiscal Compliance • LAUP is legally and ethically bound to ensure that child care licensing requirements are met and providers maintain safe learning environments • Data generated through compliance mechanisms is used to identify coaching, technical assistance, and training needs, which allows us to continuously improve quality • Providers’ quarterly and annual fiscal reports are reviewed to ensure funds were used for allowable expenditures and to ensure the reasonableness of expense classifications / categorizations and allocations

25. Direct Operational Support From LAUP 25 • Research & Evaluation • Ongoing analysis of administrative data and internal program evaluation allows LAUP to identify what is working and what’s not in order to adjust programs as needed consistent with our commitment to continuous quality improvement. • R&E conducts an annual assessment of progress toward our long-term goals • R&E compiles and analyzes data on community resources, demographics, and other variables to gain a better understanding of the communities LAUP serves • R&E supports the development and maintenance of a learning culture within organizations (Hoole & Patterson, 2008). • Sustainability • Without public funding, LAUP can not achieve sustainability. • Familiarizing policy makers with LAUP’s work and accomplishments is crucial to our efforts to influence public policies. • Being active in the community helps to increase awareness among key stakeholders and the general public. • Fund development staff identify specific programs for grant funding including foundation, philanthropic, and corporate grants, as well as federal, state, and local funding opportunities

26. Together we must… 26 • Create strategies to meet the expected critical outcomes …. • Recognize our collective future funding is contingent upon exceeding expectations • Impact Public Will and Policy to recognize and fund preschool …. • Understand public policy’s ability to expand or deconstruct our efforts

27. Together We Must…. 27 BE BOLD AND CREATE THE CHANGE WE WANT TO SEE TO REALIZE OUR DREAM… HIGH QUALITY PRESCHOOL FOR ALL CHILDREN TO ENSURE THEIR SUCCESS IN SCHOOL AND IN LIFE!

28. Questions?