In the Beginning… The Early Years Outcome within the Sector Plan

July 4, 2017Greg Chatlain

By June 2020, children aged 0-6 will be supported in their

development to ensure 90% of

students exiting Kindergarten are

ready for learning in the primary grades.

2

ECE Background

October 20, 2015 3

Renewed Interest in ECE2

00

0

20

05

20

10

Dec 1991

Newsweek article about the Diana School in Reggio Emilia

Apr 1999

Early Years Study: Reversing the Real Brain Drain by Fraser Mustard and Margaret McCain

Nov 2006

Starting Strong II: Second OECD Early Childhood and Care Report; 20 countries represented

~2004

First Saskeducators visit Reggio Emilia, Italy

Nov 2001

Starting Strong I:  OECD Policy Review for Early Learning and Care

SK Early Learning and Care moves from Social Services to Education

2012

Starting Strong III: Third OECD Early Childhood and Care Report with a focus on Quality

2012

Mar 2007

Early Years Study 2:  Putting Science into Action by Fraser Mustard, Margaret McCain, and Stuart Shankar

2011

Early Years Study 3: Making Decisions, Taking Action

Synaptic Density

Rethinking the Brain, Families and Work Institute, Rima Shore, 1997.

At Birth 6 Years Old 14 Years Old

From: Founders’ Network, slide 03‐012

`Sensitive periods’ in early brain development

Vision

0 1 2 3 7654

High

Low

Years

Habitual ways of responding

Language

Emotional control

Conceptualization

Peer social skills`Numbers’

Hearing

Graph developed by Council for Early Child Development (ref: Nash, 1997; Early Years Study, 1999; Shonkoff, 2000.) 

“Pre‐school” years School years

Public Expenditures on Early Childhood Programs in Selected OECD Countries (%), 2004

Source: Organization for Economic Cooperation and Development. (2006).Starting Strong II: Early Education and Care.

Source: Organisation for Economic Cooperation and Development. (2006).Starting Strong II: Early Education and Care.

0 0.5 1 1.5 2 2.5

Canada

Australia

Italy

Germany

Netherlands

United States

United Kingdom

Austria

Hungary

France

Finland

Norway

Sweden

Denmark

Recent ECE Developments in Saskatchewan

20

10

20

15

2015

2017Apr, 2008

2009

ChildrenFirst(Revision of KdgDocument)

Essential Learning ExperiencesFor 3, 4, and 5 year olds

U of S Masters Program with Focus on ECE

U of S First Undergrad ECE Cohort

2012

Family Engagement in Pre‐kindergarten

2017

Revision of Family Engage‐ment to include all Early Years

Introduction of ESSP Including anOutcome for ECE

Responsive teaching + AssessmentIn the E Y

2014

2010Fall 2015

2013

Position of KdgConsultant added to Early Years Branch 

Saskatchewan Population Growth

11

Our Results

May 8, 2015 12

By June 2020, children aged 0-6 will be supported in their

development to ensure 90% of

students exiting Kindergarten are

ready for learning in the primary grades.

13

14

EYE-TA Results School Entry & Kindergarten Exit

2014‐15 (baseline) results

56.828.1

15.1

School entry (valid n = 13,591)

Kindergarten exit (valid n = 13,905)

79.2

14.26.6

2015‐16 (current) results

58.726.8

14.6

School entry (valid n = 13,305)

Kindergarten exit (valid n = 13,702)

79.9

13.46.7

Tier I – Children are achieving developmental tasks

Tier II – Children are experiencing some difficulty achieving developmental tasks

Tier III – Children are experiencing significant difficulty achieving developmental tasks

*Totals may not add to 100 due to rounding

FNMI vs. Non‐FNMI

16

1) Self‐identified FNMI children are roughly 2.5x more likely than non‐FNMI children to be entering Grade 1 with Tier  II or Tier III needs.  

2) Close to 2.5x as many non‐FNMI children entering Grade 1 with Tier II or Tier III needs compared to the number of self‐identified FNMI children with those needs.

Work Completed• Complete implementation of EYE-TA in Kindergarten across

all school divisions • Working groups creating support documents for Assessment

and Responsive Teaching• Creation and announcement of Early Years Plan – May 2016• Developed and distributed Kindergarten Annual Report (86%

response rate)• Continued administration of Prekindergarten Annual Report

(98% response rate)• Shared EYE results with other stakeholders

September, 2016 20

Saskatchewan’s Early Years Plan

21

VisionAll Saskatchewan’s children prenatal to age eight are safe, healthy and develop to their full potential in strong families and supportive communities.  

http://www.saskatchewan.ca/residents/family‐and‐social‐support/child‐care/saskatchewans‐early‐years‐plan

For more information please visit:

Current Actions• Additional Qualification Certificate (AQC) –

Integrated Program: Early Childhood• Informal Professional Learning participation• Working groups will blend and finalize their

work into one document • Distribute EYE data packages

September, 2016 22

Responses from Prekindergarten and Kindergarten Teachers

23

Years of Teaching ExperiencePrekindergarten Kindergarten

24

Slide 22, page 23Slide 14

Most PreK and K teachers do not have a background in Early Childhood Education

25

46 42 44 35

54 58 5665

0102030405060708090100

2012‐13(baseline)

2013‐14 2014‐15 2015‐16

PreK

 Edu

cators (%

)

31

69

0102030405060708090100

2015‐16 (baseline)K Educators (%)

PreK Educators K EducatorsNo ECE specialization (%)

ECE specialization (%)

Participated in Ministry Early Childhood Professional Learning

Prekindergarten• Phase 1 “Play & Exploration”–

82%• Early Learning Site Visits – 71%• Prekindergarten Basics – 71%• Phase 2 “Play & Exploration” –

61%• Responding to Children’s

Interests* – 44%

Kindergarten• Phase 1 “Play & Exploration” –

40%• Early Learning Site Visits – 35%• Literacy Practices in Kindergarten

– 27%• Phase 2 “Play & Exploration”–

24%• Connecting Curriculum* – 18%

26*In partnership with SPDU

Transition PlansPrekindergarten

• Info provided to K teacher (84%)• Visit K classroom in spring (83%)• Family info: expect and prepare 

for K (79%)• Supports available for children 

with intensive needs (63%)• Distribution of children (58%)• Staggered Entrance (52%)

Kindergarten

• Transition planning & Team meetings (79%)

• Orientation to Grade One (64%)• System for educators to share info 

with one another (60%)• Specialized supports required for 

children (40%)• Allowing continuity of peer 

relations in class assignments (35%)Slides 33 & 34, pages 34 & 35

27

Slide 33

Requested Professional Development Topics by Teachers

Prekindergarten• Supporting children with 

intensive needs (42%)• Supporting EAL learners (38%)• Project‐based learning (28%)• Observation, documentation, 

& teacher reflection (28%)• Assessment & evaluation 

(25%)

Kindergarten• Inquiry & project‐based 

learning (44%)• Play‐based learning (41%)• Supporting children with 

intensive needs (30%)• Language & literacy (25%)• Assessment & Evaluation 

(23%)

28

Collaboration with Community-based Services

29

“Which of the following community‐based services do you collaborate with to support children and their families?”

27

33

23

29

45

55

26

59

9

17

17

19

24

39

27

41

KidsFirst programs

Immigration supports

Family Resource Centres

Autism services

ECIP programs

Dental Health

Optometrists

Regional Public Health services

Kindergarten educators,% (n=535)

PreKindergarteneducators, % (n=224)

Attendance in the Early Years

30

PreKindergarten program Kindergarten program

All PreK children

FNMI PreK children

Non‐FNMI PreK children

All K childrenFNMI K children

Non‐FNMI K children

2014‐15 (baseline)

86% 77% 89% 95% 82% 97%

2015‐1688%2%

80%3%

90%1%

93%2%

82%No change

95%2%

Enrolled children (%) in PreK and K programs attending at least 80 per cent of the time, 2014‐15 (baseline) and 2015‐16

Top 5 Program Challenges

31

Prekindergarten1. Family / Parent engagement2. Children & families with special needs3. Planning / preparation4. PreK educational associate support5. Language barriers / speech development

Kindergarten

1. Large class sizes / high educator ‐ child ratios2. Lack of student support services (e.g. EA support, SLP, OT services, 

EAL / ESL supports)3. Lack of time for planning / programming4. Inadequate resourcing for materials / supplies5. Challenges of differentiating instruction (e.g. multigrade rooms, 

diverse / complex needs)

Sample Community ProgramsA variety of programs support the early years in SK including:• KidsFirst, Aboriginal Head Start• Early Childhood Intervention Programs, • Family Resource Centres, • Licensed Child Care Centres and Homes,• Public libraries and• Prekindergarten and Kindergarten.

October 20, 2015 32

Where we currently are…

33

At June 2016 Kindergarten exit…

80% ready

20% not

June 2020 exit

Supporting the work of the Early Years• What actions will get us to 90%?

• Small part of the EY mandate aligns with education (Age 5+)

• How many principals have an EY background?

• How can the position of principal support the achievement of this outcome?

34