Presentation to NC Head Start and Early Head Start Directors delineating the need for highly qualified bilingual staff and an alternative plan to attract and recruit needed staff.
1. .
North Carolina Head Start Association
Directors’ Caucus
June 14, 2012
Courtyard Marriott, Wilmington, N.C.
Welcome!
2. A New Day and Time in NC HS/EHS Programs
Company
Meeting the growing demand of serving
LOGO
Latino/Hispanic Children and Families
Presented by the 2012 Special Projects Interns for the
NC Head Start State Collaboration Office
3. Today’s Presenters
Miranda R. Dalton Shanina Doe Jason May
Rockingham County HS Family Service HS Family, Infant, and
Preschool Program
Early Head Start
4. A New Day and Time in NC HS/EHS Programs
Company
Meeting the growing demand of serving
LOGO
Latino/Hispanic Children and Families
Presented by the 2012 Special Projects Interns for the
NC Head Start State Collaboration Office
5. Trending Data – National Perspective
The Hispanic population is growing more rapidly than the non-
Hispanic white population.
7. Trending Data – North Carolina Perspective
2000
• Total Hispanics – 378,963 – 5% of population
• Total Hispanics – 800,120 – 8% of population
2010
• Increase of 421,157
%
CHANGE
• 111% change
9. NC HS/EHS Programs 2010/2011 PIR
Hispanic Enrollment at 25% or Higher
Cluster A Cluster B Cluster C Cluster E Cluster E
Duplin Co. Schools Operation Breakthrough Bethlehem Center Intermountain Children MACFC
Services
Pender Co. Schools Sampson Co. Gov. Rockingham Co. Mountain Projects Polk Co. Schools
Govt.
Person Co. Schools Regional Consolidated Community Action Catawba Co. Schools
Services Opportunities
Johnston-Lee-Harnett Cabarrus Co. Schools McDowell Co. Schools WCCA
CH-Carrboro City Schools Kannapolis City Alexander Co. Schools
Schools
Telamon Corp. YVEDDI BROC
CH-TOP Family Services Inc. BRCA
Durham Partnership for Macon Program for
Children Progress
Sampson Co. Partnership Asheville City Schools
for Children
10. Barriers or Challenges
1. The pool of highly qualified multilingual/multicultural staff is in short supply.
2. Barriers to recruiting, training and retaining well-credentialed HS/EHS staff
who are bilingual.
3. A need for additional training and PD opportunities for Head Start staff.
11. Office of Head Start (OHS)
In the winter of 2005-2006, conducted a
review of program needs with respect to
serving young dual language learners, ages
birth to five years.
12. The Findings: HS PROGRAMS REPORTED….
having great difficulty finding, attracting,
and retaining qualified bilingual staff in
early childhood education.
That serving young children and their
families from various languages cannot
happen successfully without a program-
North Carolina- wide comprehensive plan.
Puerto Rico Struggling with how best to support
young English learners as they
transition into or out of the Head Start
Workforce program.
Pipeline Struggling with knowing how best to
promote children’s language
acquisition.
13. Fact or Fiction?
Head Start programs must demonstrate that
children who are dual language learners
make progress in both acquiring the
knowledge and skills described in the Head
Start Child Development and Early
Language Framework and the acquisition of
English.
FACT – 642(f)(10)
14. Fact or Fiction?
Head Start programs must hire
teachers/home visitors who have the required
qualifications, training and experience.
FACT
648A(a)(3)(B)(i)
648A(a)(3)(B)(ii)
648A(a)(3)(B)(iii)
645A(h)(1)
1304.52(f)
15. Fact or Fiction?
Head Start programs must have at least one
classroom staff member or home visitor who
speaks the same language as the majority of
children in the classroom and interacting on a
regular basis.
FACT – 1304.52(g)(2)
16. More
More Hispanic
Hispanic Families
Students
Limited
Bilingual
Staff
There is a definite need in our Head Start programs to
employ highly qualified BILINGUAL STAFF in the areas of
teaching, family service workers/advocates and administrators
17. Food For Thought
How many of us are currently meeting those standards?
Is it a challenge from a Human Resource perspective to
meet those standards?
Is it a challenge from a financial perspective to meet those
standards?
20. The North Carolina-Puerto Rico “Workforce Pipeline”
THE PLAN
A proactive approach that offers year-round
opportunities to attract highly qualified
bilingual Spanish Teachers/Family Service
Workers/Managers by accessing Puerto
Rico’s supply talent.
22. Cultural Challenges in Early Childhood
Children of
Cultural preferences
Immigrants are less
are cited as one of
likely to enroll in
the main reasons for
early childhood
lower enrollment
programs
23. Why Puerto Rico?
• People born in Puerto Rico are also considered native born- U.S. citizens by birth.
• 60% of Puerto Ricans speak English proficiently.
• As a U.S. territory, Puerto Rico operates HS/EHS programs. Potential candidates will
have knowledge and/or experience with Head Start.
• Puerto Ricans have higher levels of education than the Hispanic population overall.
• Vast number of Puerto Ricans are graduating with bachelor and/or graduate degrees
in Early Childhood Education, but no employment opportunities available in PR.
24. The Benefits of Participation
NC-PR
Well Better
Head Start Better Compliance
Qualified Service
Workforce Outcomes with HSPS
Staff Delivery
Pipeline
25. Cost - Benefit Analysis
Costs Benefits
Short Term Investment Will Lead to Long Lasting Results
26. Think Differently – It’s What We Do!
Lyndon B. Johnson: “War on Poverty”/
Project Head Start
Richard Nixon: Head Start mandated to
serve children with disabilities
It will require NC Head Richard Nixon: First Performance Standards
were published and the review process was
Start programs to begun
THINK
George Bush: Head Start/State Collaboration
DIFFERENTLY Projects begun
NC Head Start programs with multiple
funding streams.
NC Head Start: North Carolina/Puerto Rico
Workforce Pipeline
27. The North Carolina-Puerto Rico Workforce Pipeline
GET OUT OF THE BOX
New Challenges require
NEW THINKING!!
28.
29. A New Day and Time in NC HS/HS Programs
Company
Meeting the growing demand of serving
LOGO
Latino/Hispanic Children and Families
Presented by the 2012 Special Projects Interns for the
NC Head Start State Collaboration Office
Notes de l'éditeur
The nation’s racial and ethnic minority groups, especially Hispanics are growing more rapidly than the non-Hispanic white population, fueled by both immigration and births.Members of minority groups account for 49.7% of children younger than age 5 - 36.6% of the total population.
Although not the largest state with a percentage of Hispanics living in NC it is one of the fastest growing.Show where Hispanics are settlingWhat is so significant about North Carolina????
each year over the last five years there has been a 30% growth in terms of enrollment in our Head Start programs. Regional – everyday programs - traditional HS/EHS programs – the 30% growth – doesn’t include Tribal – Native American or Migrant Seasonal HS
Highlight 50%Sampson – 94%
Qualified Bilingual and Culturally Competent ProvidersIn order for children of immigrants to experience quality early education and to enhanceacademic and school readiness outcomes, bilingual and bicultural providers are essential. Many immigrant families are seeking programs with staff that reflect their language and culture. Yet, our research found the following:Multilingual and multicultural capacity is in short supply
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Dual%20Language%20Learners%20and%20Their%20Families/Learning%20in%20Two%20Languages/DualLanguageLea.htmEMPHASIS: the NCHSSCO is assisting with this top finding – giving programs a medium to recruit and retain qualified bilingual staffSuccessfully serving young children and their families from various languages cannot happen with a program-wide comprehensive plan
HEAD START ACT – LAW – The Improving Head Start for School Readiness Act of 2007MUST LEGALLY DoPerformance standards are the guidelines to follow the ACT – to implement act
Rhetorical Questions or survey participantsIn SC, a program is up for recompetiton because that did not meet the needs of the aforementioned standards.
THIS HAS BEEN THE CULTURE OF HEAD START!!!!! WE ARE GOING TO CONTINUE TO OPERATE IN THAT VAIN TO MEET THE CHANGING NEEDS OF HS PROGRAMS – THAT IS WHAT WE DO IN HEAD START -
Puerto Rican - Consultant – uncg – worked HS across the nation
IF WE COULD HAVE DONE IT WE WOULD HAVE DONE IT BY NOW – WE MUST DARE TO DO SOMETHING DIFFERENT.It is insanity to keep doing the same thing and expecting different results.This plan is BOLD – DARING – INNOVATIVE – Requires a business mindset, hs IS NOT A “MOM AND POP” structure, we are in the business of educating children and families. The optimal word being business. As we move forward we ak that you keep and open mind and understand that the long=term benefits will outweigh any costs exoerienced and we will in detail delineate the costs and benefits of this infrastructure project.
A proactive approach that offers year-round opportunities to bilingual Spanish teachers/Family Service Workers by accessing Puerto Rico’s supply talentCreating another medium by which you can recruit bilingual staff. You would advertise in PR just like you do now..we are expanding your recruting area. The approach and design can be tailored to meet your current Human Resource/Personnel practices. Therefore, no two program appraches would look the same since we are structured differently and have varying HR policies and practices.
According to a study conducted by the Center for Social and Demographic Analysis, children in immigrant families in North Carolina are less likely than in native-born families, to be enrolled in Pre-K/nursery school at age 3 (22% vs. 37%) and at age 4 (45% vs. 60%). TAKE AWAY – Perhaps that we are not experiencing as many as we can.BUT THIS PROJECT SERVES NOT ONLY IMMIGRANTSAt age 3, the proportion of children in immigrant families enrolled in preschool programs declines from 39% for those with English fluent parents only to 9% for those with English language learner parents only. Similarly, at age 4, the proportion enrolled declines across the parental language groups. Among children in immigrant families with origins in Mexico, enrollment in early education programs is even lower at age 3 (9%) and age 4 (39%). Cultural preferences are cited as one of the main reasons for lower enrollment in early education programs among immigrant groups, particularly among Hispanics.Pipe Line would eliminate that barrier
Don’t need work visa or passportsSo why come to the US?? – High Unemployment – can’t find employment opportunities - many are working in professions outside of their major and making less money than a teacher./FSW salaries.NC Spanish speaking population growthLimited availability of bilingual professionals in early childhood educationLack of parental experience in US educational system Low cultural understanding at early childhood education agencies across North CarolinaA suitable opportunity for North Carolina Head Start programs to make cost-effective efforts to find new and innovative strategies to recruit bilingual professionals that could assist overcome these challenges.
MENTION SC PROGRAM - RECOMPETINGContinues development of first or home languagesGives the children access to opportunities for learning in the early years by building on knowledge and competencies that the children have already developed Essential for children to feel valued and accepted in all early childhood settings.Early childhood educators who speak more than one language and are culturally knowledgeable are an invaluable resource in the early childhood setting.Early childhood educators who speak more than one language and are culturally knowledgeable are an invaluable resource in the early childhood setting.These culturally competent educators possess an understanding of socio-cultural and economic issues relevant within the local linguistically and culturally diverse community Relation to parent-teacher and family–school–community partnerships, communication is the critical factor in NC Head StartSupports the development a positive self-conceptSpeaking the first language well helps strengthen relationships within the family continuing to speak the first language
1st to go to college – require some work on the front end – if you as directors can get through this…the rate of return is greater!!!! It far exceeds the initial investment on the front end.
PREACH!Extend an invitation to utilize this new resource from the NC HSSCOThis is for the 2012 school year
This is for the 2012 school yearNC HSSCO not providing funding to hire – providing access to a pool of highly qualified candidates in which currently you do not have access. Wat they are paying for is the consulting services that will be in place to support potential candidates – at minimum a yeaApproach is tailored made to program – it is not a one size fits all – implementation will be different but access the sameTailored made
