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  • October 23, 2014 3:50 PM | Susan Shaffette (Administrator)

      Release Header

     

    FOR IMMEDIATE RELEASE
    Date: 10/23/14
    Contact: LDOE Public Affairs, (225) 342-3600, Fax: (225) 342-0193


     DEPARTMENT RELEASES STREAMLINED REGULATIONS 

    AND REPORT CARD FOR PUBLIC COMMENT

    Webinar, Statewide Roundtable Discussions and Survey Offer Multiple Opportunities for Public Input

    BATON ROUGE, La. - The Louisiana Department of Education today released a draft of streamlined licensing regulations for early learning centers in Louisiana. For the first time, licensed providers that take public funding will be required to meet a minimum academic standard in addition to health and safety standards. To illustrate these new academic expectations, the Department has also released sample report cards for early childhood programs and community networks.  These report cards will ensure that parents have a clear and simple way to make choices based on how well early childhood programs support children's development and learning in addition to health and safety practices.

     

    "Connecting an academic expectation to licensing helps ensure that all early childhood programs that take public funding support young children to develop and learn" said  State Superintendent John White.  "For too long there have been inconsistent expectations across the different programs, resulting in children falling through the cracks. Establishing a consistent expectation for how early childhood teachers interact with children and support them to learn will help ensure that our young children and families will have equitable access to safe, high-quality early childhood care and education."

     

    By linking licensing regulations to the report cards, the Department will unify academic expectations for all publicly-funded early childhood programs that serve children from birth to age five including licensed child care centers, Head Start and school-based PreK. At the same time, these streamlined, family friendly regulations help ensure more consistent health and safety regulations across programs, while also reducing redundant measures and enabling more efficient operations.

     

    These sample report cards measure the quality of teacher-child interactions in classrooms, which can predict how well a program prepares children for kindergarten. They also include information on teacher preparation and practices, enrollment and family satisfaction. These report cards are being field tested in seven Community Network Pilots in 2014-2015 with the expectation that all publicly-funded programs will participate in a Learning Year for report cards in 2015-2016.

     

    Starting today, the Department is seeking public input on the licensing regulations and report cards.

     

    There will be a webinar today to review the streamlined regulations, kicking off a series of interactive roundtable discussions statewide. Following statewide outreach, the new Early Childhood Care and Education Advisory Council will provide formal recommendations at its next meeting on November 5. The Department then plans to take the streamlined regulations with the kindergarten readiness expectation to the State Board of Elementary and Secondary Education (BESE) in December. Approved regulations would likely go into effect in summer 2015.

     

    Today, the Department will also launch a brief, online survey to collect feedback on the report cards. As the report cards are currently being tested in the field, the Department will continue to solicit extensive feedback prior to bringing a report card policy proposal to BESE in June 2015.

     

    To view the proposed licensing regulations, please click here. After reviewing the proposal, feedback can be submitted by sending an email to earlychildhood@la.gov. There is also a webinar scheduled for Thursday, October 23, 2014, at 2:00 p.m. to provide an opportunity to learn more about these shifts and provide feedback.
     

    • To access the webinar by computer, please click here.
    • Select the option to have the webinar call your phone.
    • Enter your phone number and join.
    • To join the call by phone only, please use the following:
    • Call-in #: 1-800-832-0736
    • Conference Room Number: 9174840

     

    The roundtable discussions will be hosted by three Early Childhood Care and Education Community Network Pilots, along with the Department. As seating will be limited, please use the following information to select a roundtable to attend and RSVP:
     

    Lafayette Parish: Tuesday, October 28, 6 p.m. - 8 p.m.

    • Vermilion Conference Center
    • 326 Gauthier Road
    • Lafayette, LA


    Ouachita Parish: Wednesday, October 29, 3 p.m. - 5 p.m.

    • Children's Coalition Office
    • 1363 Louisville Avenue
    • Monroe, LA


    Jefferson Parish: Thursday, October 30, 10 a.m. - Noon

    • Jefferson Parish Public School System Administrative Building
    • 501 Manhattan Blvd.
    • Harvey, LA


    To RSVP for a roundtable discussion, please click here.

     

    For more information on Act 868 of the 2014 Regular Legislative Session which transferred licensing authority to the Department of Education from the Department of Children and Family Services, please click here.

     

    For more information on Early Childhood Care and Education in Louisiana, please click here.


    Louisiana Department of Education Website >>>

     

    Contact the Louisiana Department of Education >>>

  • August 13, 2014 12:21 PM | Susan Shaffette (Administrator)

    NDTAC Practice Guide on Addressing the Needs of At-Risk Children

    The National Evaluation and Technical Assistance Center for the Education of Children and Youth who are Neglected, Delinquent or At-Risk (NDTAC) developed this practice guide entitled, Early Learning Is Essential: Addressing the Needs of Young Children Potentially at Risk for System Involvement. This guide examines the principle that early learning is essential for children and focuses on helping children avoid involvement in the juvenile justice and/or child welfare systems. Four new practices, along with strategies for their implementation, are suggested in this guide: (1) Conduct Early Identification of Vulnerable Children; (2) Provide Access to Evidence-Based Early Intervention Practices; (3) Promote and Identify Authentic Family/Caregiver Involvement and Collaboration; and (4) Ensure that Vulnerable Young Children Begin School Ready to Succeed. (July 2014)
    http://www.neglected-delinquent.org/resource/ndtac-practice-guide-early-learning-essential-addressing-needs-young-children-potentially
  • July 25, 2014 12:02 PM | Susan Shaffette (Administrator)

    NEW KIDS COUNT DATA BOOK RELEASED

    In its 25th Edition, New KIDS COUNT Data Book Highlights Wins in Child Well-Being Since 1990 Demographic, social and economic shifts since 1990, combined with federal and state policy efforts, have significantly shaped child well-being today, says the Annie E. Casey Foundation in its 2014 KIDS COUNT Data Book. Looking back on major trends in child health and development since the year of its first Data Book, the Foundation finds a number of improvements for children. More kids are attending preschool, are proficient academically and are healthier than in 1990. However, the economic recovery for families following the recession continues to be slow, and concerns about inequalities in opportunities for children in low-income families are growing.

  • June 03, 2014 2:30 PM | Susan Shaffette (Administrator)

    Helping Teens with Traumatic Grief: Tips for Caregivers
    This resource developed by the National Child Traumatic Stress Network’s (NCTSN) Childhood Traumatic Grief Committee describes how teens may feel when struggling with the death of someone close to them and offers suggestions on what caregivers can do to help. Link to resource.
     

  • June 03, 2014 2:25 PM | Susan Shaffette (Administrator)

    Essentials for Parenting Toddlers and Preschoolers

    The Centers for Disease Control and Prevention (CDC) has developed this free online resource designed for parents of children between the ages of 2 to 4 years old.  This resource addresses common parenting challenges, provides positive parenting skills and techniques that can reduce parenting stress and help parents to handle their child’s misbehavior, and addresses frequently asked questions.  It also includes helpful resources, including parenting videos, free print materials, and additional online resources. (May 2014)
    http://www.cdc.gov/parents/essentials/index.html

  • February 16, 2014 8:18 PM | Susan Shaffette (Administrator)
    This toolkit will help you navigate your child’s journey from pre-kindergarten through high school. It is designed to help you track and support progress at each stage.
    Included on the website are:
    • Academic Growth Charts
    • Tips for Parents
    • Tips for Parent-Teacher Conferences
    • Information in English and Spanish
    • News Blog
    The site is sponsored by Pearson and produced by NBC News.

    To visit the site, go to: http://www.parenttoolkit.com/ 

  • January 06, 2014 11:30 AM | Susan Shaffette (Administrator)
    Dear Colleagues,

    I wanted to help get the word out about new online modules that are available to providers/practitioners. Bradley Early Childhood Clinical Research Center in collaboration with Bradley Department of Behavior Education (DBE) and the Rhode Island Association for Infant Mental Health (RIAiMH) developed an online course entitled, “Foundations for Infant/Toddler Social Emotional Health and Development: Provider Modules”.  This course augments work completed by The National Infant and Toddler Child Care Initiative (NITCCI) at ZERO TO THREE, a project of the federal Child Care Bureau. Bradley’s Foundations Course offers high quality professional development for front line providers across various community sectors serving infants, toddlers, and families. Attached is more detailed information about these modules.  If you have any questions you can contact Susan Dickstein at susan_dickstein@brown.edu.

    Happy New Year

    Jodi Whiteman, M.Ed.

    Director, Center for Training Services and Special Projects

    ZERO TO THREE

    1255 23rd Street, NW, Suite 350

    Washington, DC 20037

    202-857-2634 (direct office line)

    919-426-5271 (cell)

    202-638-1144 ext.2634  (main office)

    202-638-0851 (office fax)

    jwhiteman@zerotothree.org | www.zerotothree.org

  • December 17, 2013 1:41 PM | Susan Shaffette (Administrator)




    PARENTS AND CAREGIVERS WANTED!

    The Center for the Study of Social Policy (CSSP) is developing a new assessment tool to measure parents’ perceptions of their strengths and is looking for individuals to help test the technical adequacy and usefulness of the instrument. 

    Information provided by this new tool can be used in designing, implementing and monitoring effective service plans, as well as in evaluating the effectiveness of programs that aim to support parents in building their protective factors.

    In order to field test this new instrument, CSSP needs help in recruiting a minimum of 2,000 parents and other primary caregivers of young children. We need volunteers:

    • Who have at least one child birth to 8 years old
    • Who are fathers, mothers or other primary caregivers
    • From all age groups(teen parents to grandparents who are primary caregivers)
    • From all racial and ethnic/cultural groups
    • From all economic groups
    • From all regions of the country

    Although CSSP cannot offer compensation for completing the survey, volunteers will play a very important part in the development of a new instrument that assesses parents’ perceptions of their strengths, unlike many other instruments that focus on parents’ problems and what they may be doing wrong.

     

     

     

    The survey takes roughly 20 minutes and can be accessed by clicking on or copying and pasting the following link: https://www.surveymonkey.com/s/VSLWS7R

    Submissions must be completed by January 5, 2014.

    All information and survey answers are anonymous and will be used for research purposes only.

    Please distribute this message to individuals in your networks and ask them to encourage parents to complete the survey. Also, if you or members of your network meet the eligibility criteria or have family members who do, please complete the survey as well.

    Charlyn Harper Browne, PhD

    Senior Associate and QIC-EC Project Director
    Center for the Study of Social Policy
    1575 Eye Street, NW, Suite 500 
    Washington, D.C. 20005 
    404-456-9624 phone | 770-210-1599 fax

    charlyn.harperbrowne@cssp.org
    www.cssp.org

     

    "Ideas Into Action"

  • December 09, 2013 12:43 PM | Susan Shaffette (Administrator)

    More than 500 state lawmakers from 49 states have signed a letter urging Congressional budget writers to increase federal spending on early childhood education.

    The letter, delivered to Capitol Hill Thursday, urges Congress to prioritize early childhood education to “provide greater access to children in need, and produce better education, health and economic outcomes.” The letter does not call for a specific amount of spending, nor does it suggest a source for the money.

    “We believe that maintaining and expanding high quality early childhood education is an effective and efficient expenditure even when budgets are tight,” the letter states. “We urge you to make these investments in young children a priority in your deliberations.”

    The letter, coordinated by the First Five Years Fund, an early childhood education advocacy group, includes signatures from 437 Democrats, 67 Republicans and one Independent. The lawmakers come from every state but Indiana. According to recent poll, early childhood education is a rare issue that enjoys bipartisan public support.

    President Barack Obama has proposed making high-quality preschool available to every four-year-old. To pay for it, he has suggested increasing the federal tax on cigarettes by 94 cents a pack (from $1.01 to $1.95), which would generate an estimated $78 billion for preschool over 10 years.  Obama has said he is open to alternatives to that approach, which has not attracted much support.

    The Strong Start for America’s Children Act, which is being pushed by Democrats but has a handful of Republican supporters, would create federal-state partnerships to provide prekindergarten to low- and moderate-income children. The measure would send federal money to states to help them pay for prekindergarten for 4-year-olds from families earning below 200 percent of the federal poverty level, or $47,100.

     “Increasing federal funding in early childhood education, as proposed in the bipartisan Strong Start for America’s Children Act, is the way to help states and families create opportunities for young children,” said Kris Perry, executive director of the First Five Years Fund. “Such federal investments will support states as they grow their programs, serve more children and families and develop robust early childhood systems which will more than pay for themselves.”

    Supporters of early childhood education point to research that shows it is a good investment. James Heckman, an economist at the University of Chicago, argues that every dollar invested in early childhood education results in a $7 return based on increased school and career achievement and reduced costs in remedial education, health care and the criminal justice system. Critics, such as Grover “Russ” Whitehurst , director of the Brown Center on Education Policy at the left-leaning Brookings Institution, argue the evidence is mixed at best.

    Meanwhile, states have forged ahead with a wide variety of policies on early childhood education. A recent reportby the Education Commission of the States  looking at 38 bills from 25 states during the 2013 legislative sessions found that state legislatures this year strengthened oversight of early childhood programs, expanded access to high-quality early childhood programs and redirected funding to early childhood education. Minnesota created a new prekindergarten scholarship program for low-income families and Hawaii and Mississippi established statewide voluntary prekindergarten programs, for example.
  • November 29, 2013 3:52 PM | Susan Shaffette (Administrator)

    We are sharing news that our friend, Geoffrey Nagle, has been named president and CEO of the Erikson Institute.  Geoff served as a member of the Partnership’s Board for many years and truly has been the architect of the good early childhood work that has taken place in our state for the last decade.  We will miss him.  Here’s the link to the full news release: http://www.erikson.edu/news/geoffrey-nagle-named-president-of-erikson/ 

    I know I speak for so many in our state in thanking Geoff for his leadership and congratulating him on this new and exciting endeavor.  We wish him and his family the best!

     

    Sherry Guarisco,

    Louisiana Partnership for Children & Families

     

     

    Geoffrey A. Nagle named president of Erikson

    November 25, 2013 

    Geoffrey A. Nagle, a leader in early childhood policy and research, has been named president and CEO of Erikson Institute, effective January 1, 2014.

    He also will hold the Irving and Neison Harris President’s Chair.

    “Geoff is an innovative 21st century leader who will help guide Erikson undefined and the entire early childhood field undefined to new levels of influence and impact,” says Kate Neisser, chair of the Board of Trustees and member of the search committee. “His presidency will build on Erikson’s history of leadership, while also extending its entrepreneurialism in the service of children and families.”

    Nagle is currently the director of the Tulane Institute of Infant and Early Childhood Mental Health and associate professor of psychiatry and behavioral sciences at the Tulane University School of Medicine. He is also a licensed clinical social worker.

    A record of success

    While at Tulane, Nagle worked closely with Louisiana government leaders to strengthen the state’s early childhood system and expand high-quality early care and education. His advocacy resulted in Quality Start, Louisiana’s child care quality rating system, and laws creating the Early Childhood System Integration Budget and School Readiness Tax Credits.

    He is a prolific researcher, focusing on the economic benefits of prevention and the influence of early childhood research on public policy decisions. Additionally, Nagle’s deep social work experience will help inform the launch of Erikson’s M.S.W. degree program in 2014.

    Nagle succeeds Samuel J. Meisels, who ended his 11-year presidency in June to become the founding executive director of the University of Nebraska’s Buffett Early Childhood Institute. Since June, professors Barbara Bowman and Frances Stott have served as interim co-presidents.

    “Geoff’s record of successfully advocating for some of the most vulnerable children and families makes him an exceptional choice for Erikson,” says Bowman, who also is a co-founder of Erikson. “Geoff understands and embodies Erikson’s founding commitment to help all children, regardless of their background, reach their potential.”

    Introducing President Geoffrey Nagle

    A native of New York City and raised in Connecticut, Nagle studied political science at Duke University. Drawn to the promise of creating social change through mass media, he worked for five years in the film industry in Los Angeles. Looking to work more directly with children, he then traveled to Central and South America to serve as an English teacher and volunteer with orphaned and sick children.

    Inspired by his experiences, Nagle returned to the U.S. to pursue a Master of Social Work and a Master of Public Health from Tulane University. While working for the Louisiana Office of Public Health, he completed his doctoral work at Tulane in mental health policy research, an interdisciplinary degree that combined social work, biostatistics, and epidemiology.

    “I am excited to join the talented students, researchers, educators, alumni, and trustees of the Erikson community,” says Nagle. “Now is a moment of change and opportunity as the nation continues to examine the policies and programs that will impact children from birth to 3rd grade, and even beyond. Together, we will continue leading innovative change for our nation’s most precious asset, our children.”

    Nagle and his wife, Gabriela, have two children, Jake (13) and Juliana (4).

     

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