Developing Quality in American Indian/Alaskan Native Early Childhood Programs Claude S. Endfield, 2006

1. Developing Quality in American Indian/Alaskan Native Early Childhood Programs Claude S. Endfield, 2006

2. American Indian /Alaskan Native statistics: • 557 Federally recognized tribes in 35 states • (Cole, 2002, Indian health Service) • 1.4 million children identified as American Indian or Alaskan Native (AI/AN) • 840,000 reported only one racial group • Using single race definition, AI/AN children increased by 21% • Using multiple race definition, AI/AN children increased by 99% • Only 29% of AI/AN children live on reservations or in Alaska Native villages • (2000 Census) • IHS Service population is increasing 1.8% each year • (IHS, 1999)

3. Statisticscontinued: • Largest Tribe: Cherokee (302,569 members) • Navajo Nation second largest (276,775 members). (2000 Census) • 43.1% of AI/AN children under five years of age are living in poverty, compared to 20.1 percent of US. (Indian Health Services) • BIA reports that 30% of employed AI live below the poverty line. (BIA, 1997) • Arizona has twenty one federally recognized tribes. (Intertribal Council of Arizona, 2006)

4. Indian Tribal Council of Arizona, 2006, www.itcaonline.com

5. American Indian and Alaska Native Education: • Traditionally education was conducted at home within family units and villages and came from the customs of the different clans. • Children were educated for tribal life by their elders, family members and peers. • Story telling, working with adults, participating in ceremonies and puberty rites were essential to cultural education. (Spring, 2001)

7. With the introduction of European cultures AI/AN children • were introduced to cultures very different than their own. • AI/AN cultures and languages have experienced some • revitalization, renewed acceptance, and respect so that • children are receiving culturally and developmentally • appropriate educational services from different federally, • grant, and tribally supported programs. • (Endfield, 2005)

8. Programs Serving American Indian/Alaskan Native Children • Head Start • Early Head Start • Child Development and Development Fund (Tribal Child Care) • FACE • Child Find • WIC • Hopi Diabetes/Tobacco Program

9. Head Start • Preschool program for income eligible three and four-year-old children • Began in the 1960s under Lyndon B. Johnson’s “War on Poverty” • Goal was to bring low income children up to the level of more advantaged peers by the time they reached school entry. (Currie, 2005) • Approximately 900,000 children were to be enrolled in 2005/2006 school year. • 2,729 Head Start grantees and delegate agencies • Budget: $6.9 billion (ACF 2005)

10. Criticism • Little evidence that Head Start has a lasting impact on • children. • Head Start does not focus enough attention on remedying • academic deficits in preschool children. • Money would be better spent on focused educational training. • (Currie, 2005)

11. American Indian/Alaska Native Head Start Programs • Provides AI/AN children and families with comprehensive health, educational, nutrition, socialization, and other developmental services promoting school readiness. • FY 2005 appropriation: $456,003,000.00 • FY 2004 AI/AN Enrollment: Approximately 28,081 or 3.1 % • 153 tribal grantees in 27 states (2006, AI/ANPB,ACF) • Largest program serves 4,243 children • Smallest program serves 15 children (2001 PIR, ACF)

12. Locations of American Indian/ Alaska Native Head Start Programs- Region XI (ACF)

13. American Indian/Alaska Native Head Start Programs: Staff Qualifications & Compensation • Nearly half hold Child Development Associate (CDA) credentials • 19% have associate's degrees • 7% have bachelor's degrees (Exhibit 4). • Annual salaries: about $20,000 for teachers with a CDA or an associate's degree and about $23,500 for teachers with bachelor's degrees. • The annual staff turnover rate: about 2% • Program directors have his/her position for an average of five years. • About half of all teachers are current or former Head Start parents. (2001 PIR, ACF)

14. AI/AN Early Head Start • Early Head Start (EHS) has a triple mission. It promotes healthy prenatal outcomes, enhances the development of low income infants and toddlers, and promotes healthy family functioning. • Created during 1994 reauthorization of Head Start • 40 American Indian/Alaska Native grantees • Enrollment 2,335 (2006, AI/ANPB,ACF)

15. Child Care and Development Fund • 265 tribal CCDF grantees, including Hawaiian grantee (ALU LIKE) • Approximately 500 federally recognized Indian Tribes and Alaska Native Villages receive CCDF funding • Largest grantee 60,547 children (Navajo Nation) • Smallest grantee 50 children (Hoh Tribe of Washington) • Smaller tribes may be served though tribal consortia • Budget: approximately $96 million (NCCIC.ACF website, 2006)

16. Good Start, Grow Smart  • Since 2002, President Bush’s Good Start, Grow Smart Early Learning Initiative has been a catalyst for increased State-Tribal coordination and collaboration around the development and implementation of early learning guidelines, • The establishment of statewide professional development systems, and the coordination of various Federal and State early care and education programs and funding streams. • A guide was developed to increase the understanding of the rationale and benefits of States and Tribes working together to provide quality child care choices and services for children and families they serve. (US Dept. of Health & Human Services, 2005)

17. FACE (Family and Child Education) Program • Initiated in 1990 by the Bureau of Indian Affairs Office of Indian Education Programs to weave culture and native language throughout the program design. • An integrated model for a tribal early childhood parental involvement program. • National Goals for American Indians and Alaska Natives and Goals 2000 • As of 2003, 39 sites serving children 0-8 years of age. • A family education model serving families that is culturally relevant to the communities it serves. (National Centers for Family Literacy, 2003)

18. Models are provided by the National Center for Family Literacy, • the Parents as Teacher National Center, and Engage Learning • Meets the multidisciplinary adult education needs of the • parents • Provides a developmentally appropriate preschool, parent • education, and parent-child interactions for three to five age • groups • Trains teachers to implement active, integrated • curriculum in grades K-3 to facilitate transition of FACE children • into school • (National Centers for Family Literacy, 2003)

19. Child Find Programs • Child Find is a continuous process of public awareness activities, screening, and evaluation designed to locate, identify, and refer as early as possible all young children with disabilities and their families who are in need of Early Intervention Program (Part C) or Preschool Special Education (Part B/619) services of the Individuals with Disabilities Education Act (IDEA) • Bureau of Indian Affairs (BIA) - The BIA has responsibilities for implementation of Part C and Part B IDEA services provided on certain American Indian reservations. In those cases, Child Find for Part C and B of IDEA must be coordinated with this program’s efforts to locate and identify young children. (Bourland & Harbin, 1987)

20. Example: The White Mountain Apache Tribe provides services to 150 children, ages birth to five throughout the reservation. Two Play Groups serve 14 children each, for 2 ½ hours, four days per week. At home therapy and intervention services are provided for younger at risk and disabled children. The18 staff positions are funded by the Bureau of Indian Affairs.

21. WIC (Women, Infant and Children) • 33 Tribal WIC programs in 100 of the federally recognized tribes • WIC has helped to improve the health and nutrition of AI/AN women, infants, and children by providing nutritious supplemental foods and nutrition education while working with other organizations to improve access to health care. • Offers culturally appropriate services specific to AI/AN health and nutrition concerns • Provide continuity of care in geographically isolated tribal communities (Henchy, Cheug, & Weill, 2000)

22. WIC helps prepare children for school: children who receive WIC benefits demonstrate superior cognitive development • Most of WIC recipients live on or near reservations in the West (61%)and Mountain Plains (20%) • Those on or near reservations have larger average family size (4.4 vs. 4.0 23.8 %) versus families of six or more (14.0%) • Greater participation in public assistance programs • More severe poverty (Henchy, Cheug, & Weill, 2000)

23. An Example of an Innovative Tribal Child Care Program • Kids’ Korner Program opened May 2005 • Funded by the Hopi Tribe Diabetes/Tobacco Fund through Inter Tribal Council of Arizona • Provides 2 hours free child care for children birth to 7 years of age while parent(s) exercise in gym five days per week. • Two staff are enrolled in ECD courses with local community college: Northland Pioneer College • Developmentally and culturally appropriate environment and practices

24. Northland Pioneer College*Established 1972*Accredited by North Central Association of Colleges and Schools Commission on Institutions of Higher EducationService area: 21,158 sq. milesin Navajo and Apache countiesThe Navajo, Hopi and White Mtn. Apache Indian Reservations occupy more than 40% of total land in the college service area.

25. Early Childhood Development (ECD) Program at Northland Pioneer college • Began in 1974 in conjunction with Central AZ. College who had field tested the Child Development Associate (CDA) Program. • Open entry program provides training/college courses on-site at student’s work or volunteer site • Offers Certificates of Applied Science and Associate of Applied Science Degrees in following emphasis areas: • Infant Toddler • Family Child Care • Preschool • Early Childhood Management • School Age • Early Childhood Special Needs

26. AZ Systems Ready-Child Ready Project • Goal: To weave together a more integrated system of early childhood initiatives with collaboration from community colleges and agencies in Arizona to provide professional development opportunities for teachers who serve children in high-need communities.

27. AZ SR/CR- History • Arizona had a patchwork of public and private, often competing or parallel early childhood programs, services and advocacy agencies. • The Arizona School Readiness Board was brought into being by governor’s degree in 2002. • The AZ SR/CR Project was born out of the collaboration between Arizona State University (ASU) and the School Readiness Board.

28. AZ SR/CR Aspects • Recognizing the need to use strategies that impact: • Policy • Funding for Early Childhood Teacher Education. • Establishing core knowledge/competencies for early childhood teaching. • Emphasis on outreach and access to professional development opportunities in high need areas. • Articulation • Colleges and Universities • Institutions of Higher Education • Community Based training agencies

29. Arizona System Ready Child Ready Model: • A US Department of Education funded collaboration between Arizona State University, the Arizona School Readiness Board, community colleges, and community agencies • 300 early childhood practioners were selected to participate statewide • 71 of the 80 NPC participants completed their coursework • Family child care, day care, Head Start, public school preschool, and parent volunteers participated • The learning community allowed participants the opportunity to complete basic skill or college level courses in English and mathematics as well as completing corresponding courses that pertained to the children they worked with: Literacy and the Young Child and Numeracy in Early Childhood. • Summer Institutes were held for one week focusing on the Social Emotional Development of Young Children.

30. One on one mentoring was provided to each student, on site at their work sites • Participants completed professional portfolios • Participants have been allowed to enroll in additional college level coursework to complete general education requirements leading towards Certificates of Applied Science, Associate of Applied Degrees and the CDA Credential.

31. Collaboration from Community colleges and agencies in Arizona Southwest Human Development Central Arizona College Glendale Community College Phoenix Community College Northland Pioneer College AZSRCR South Mountain Community College Pima Community College Blake Foundation

32. Windy Sherman, Hopi from Polacca, Arizona with children in her family child care home. Windy is the only CDA credentialed family child care provider in Navajo County, Arizona

33. Examples of Professional Development for AI/AN Programs • Each Head Start grantee receives T/TA funds for training, which may include pre-service, in-service, CDA, and college level courses. • The Southwest Consortium of Indian Head Start Programs provides a regional conference annually focusing on the training needs of AI/AN programs. • CCDF grantees may use 10% of funding allocation for increasing program quality. • TRI TAC provides semi-annual new administrator trainings and cluster workshops annually in addition to their Annual Tribal Child Care Conference. Funds are available for each grantee to send one representative. • NICCA provides training conferences, rotating locations • Each CCDF Region also holds annual conferences.

34. White Mtn. Tribal CCDF Program requires all selected eligible parents to attend a one day workshop: Orientation to Child Care as part of their enrollment process. • They also provide monthly workshops for their providers on a variety of early childhood topics.

35. Conditions Necessary for Change • Change must occur in all aspects and levels of the educational system: early childhood classrooms, school buildings, communities, nations,and global society. • Focus needs to be on how children develop and learn in order to meet their needs. • Early educators/providers must have a thorough understanding of child development and be able to implement that knowledge. • Developmentally appropriate practice includes smooth transitions from early childhood to the next level. • Teachers must work together to insure common curriculum and assessment practices that provide continuity throughout the child’s academic career.

36. Parents must be encouraged to take active roles in the education of their children and in all aspects of their child’s growth and development. - This requires open communication, problem-solving and collaborative decision making between and among administrators, teachers and parents. (Bredekamp, 1992)

37. Child Care Information for ACF Tribal Consultation • The Child Care Bureau has developed a booklet for Tribal-State Coordination, highlighting GSGS as a perfect area for collaboration. • Tribes are asked to participate in State efforts to implement the Early Learning Guidelines., Tribal representatives have been included in efforts to develop and implement Early Learning Guidelines. • Health and Safety • Minimum standards have been developed and published as a guide for CCDF Tribal Lead Agencies. • Upcoming technical trainings: • Construction and Renovation of Child Care Facilities • Native Leadership Forum on Cultural Curricula and Indigenous Language Acquisition • Child Care Bureau National Conference: Diverse Perspectives, Common Goals (Christiansen, 2005)

38. Child Care Information for ACF Tribal Consultation • Research Projects • Sparking Connections: State-Tribal collaboration Project. Phase II of the Families and Work Institute’s “Sparking Connections” project, a national research and demonstration initiative focusing on family, friend and neighbor care. Unique because it will serve as a model to demonstrate collaboration between five Oklahoma tribes and the Oklahoma Child Care Resource and Referral Association. • Market Rate Survey Project: a three year field initiated research study to examine how well market rate surveys assess the price of care in various types of communities, what methods validate market rate survey findings and the effects of child care subsidies on the larger child care market. (Christiansen, 2005)

39. The Role of Tribal Child Care Programs Serving Children Birth –Five: A two year research scholar grant to investigate AI/AN child care director’s perceptions of the reservation communities efforts to promote and preserve cultural integrity in the local transmission of cultural values to children enrolled in child care programs on Indian reservations. (Christiansen, 2005)

40. Factors that predict quality in different types of care • Regulation • Group size • Education and training • Professional commitment to career (Kreader, Ferguson, & Lawrence, 2005)

41. Challenges for the future • Sufficient funding to serve all children • Inclusion of cultural and traditional values • Expansion of programs • More programs in rural areas • Staff representative of children’s cultural backgrounds • Implementation and continuation of native languages • Worthy wages • Respect for the field

42. Bibliography National Centers for Family Literacy, 2003 2000 Census IHS, 1999 BIA, 1997 Spring 2001 Photos by Claude S. Endfield and Windy Sherman with permission Endfield, 2005 Currie, 2005 ACF, 2005 2006, AI/ANNPB,ACF 2001 PIR NCCIC.ACF website, 2006 Henchy, Cheung & Weill, 2000 Northland Pioneer College website Bredekamp, 1992 Christiansen, 2005 Indian Tribal Council Arizona Bourlad & Harbin, 1987 Kreader, Ferguson, Lawrence, 2005