IN PARTNERSHIP WITH BUFFETT EARLY CHILDHOOD INSTITUTE & LEARNING COMMUNITY SCHOOL DISTRICTS
Superintendents' Early Childhood Plan
In a school year unlike any other, the Superintendents’ Early Childhood Plan again made positive gains. While the pandemic forced shifts across the entire education system, a nimble approach proved its value. Whenever possible, program assessments focused on program quality, child development, and learning. Among the School as Hub highlights: school engagement with families remained high; staff provided vital supports to school hub site teams, and professional learning and coaching enhanced classroom quality.
STRENGTHENING RELATIONSHIPS WITH FAMILIES
Staff partnerships with school leadership and family engagement teams supported School as Hub principles of quality, continuity, and equity. Evaluators found positive progress in building trust with families.
- Parent-child interactions supported early learning
- Families shared very positive ratings for their engagement with schools
- Families reported positive experiences in home visiting and family facilitation
The enrollment of new families increased again this year, along with the number of families willing to participate in activities related to program evaluation. Across program years, quality hovers in the “acceptable” range. However, efforts to support quality parent-child relationships earned home visitors an evaluation rating of “good”. Interviews confirmed a positive family experience with learning and enjoyment for both parent and child.
Schools varied in their levels of participation and commitment. Virtual evaluations revealed positive parent-child interactions.
” I happen to have seen my child grow. I honestly think it has a lot to do with him being in this program because …I’m always learning…”
Parent in Home Visiting
SOCIAL EMOTIONAL AND EXECUTIVE FUNCTION DEVELOPMENT
During the early childhood years, research shows a child’s academic outlook is directly associated with executive function skills and social-emotional development. Children in Prek through Grade 3 completed an assessment of these skills, offered to students in either English or Spanish.
Children’s executive function was largely in the average range. Assessments took place in 6 of 10 full implementation schools.
The MEFS assessment measures executive functioning in children starting at age 2. From early childhood through adulthood, the development of skills to manage emotions and behavior are essential for learning and getting along with others.