E VA L U AT I O N of

S T R O N G S TA R T B C
School-based (Preschool) Family Drop-in Centres
STAGE 1

documentation
september 2007

Human Early Learning Partnership (HELP)

Ministry of Education, Province of British Columbia

Contents
Section 1
WHAT IS STRONGSTART BC? The Objectives of StrongStart BC Centres 1 Activities at StrongStart Centres

1 1 1

Section 2
BACKGROUND OF STRONGSTART BC EVALUATION PROCESS HELP StrongStart BC Advisory Committee Direction Provided by the HELP Advisory Committee: Stage 1Documentation General Program Staff, School and School District Circumstances Parents and Children Community Documentation: Leading to Evaluation Location of and Visits to the Sites 2 2 3

Section 3
METHODOLOGY FOR DOCUMENTATION Purpose and Timelines Methods Questions Used in Interviews and Focus Groups Questions for parents/caregivers Questions for school district staff Questions for community members 7 8 6 6 6 6

Site Visits: Interviews, Focus Groups, Observations Daily Team Debrief

Section 4
FINDINGS FROM DATA AND DOCUMENTATION Location and Context Samples of Linkages and Interconnectedness
StrongStart BC

9 9-10 11

Legend for charts Quesnel Interconnections, chart Mission Interconnections Revelstoke Interconnections, chart

Examples of New Connections at Many Sites 14

Start-up Issues 1. 2. 3. 4. 5. 6. Selection of school sites Presence of a steering committee Initial ECD (Early Child Development) conflict Pressure to start up quickly Renovations to facilities Identification and purchase of appropriate equipment

Employment of Early Childhood Education Staff Staff Qualifications Budget Start-up Date and Attendance Publicity and Advertising for Families Efforts to Reach Hard-to-Access Families Benefits to Children and Families Information from Focus Groups and Interviews Access to Free Services Multi-Age Accessibility The Facilitators Role The Program

16 16 17 17 19 20 21

Social Benefits 1. Reduction in isolation and enhanced services to marginalized women 2. Social issues related to children 3. Effect on parenting skills and the home environment 4. The parental relationship with the school 5. Connection to other community agencies Benefits to School and Communities 1. 2. 3. 4. 5. 6. 7. 8. Location of program Staff relationships Facilitators issues The principals role Documentation Ownership of the program Coalition or steering committee membership for schools Facility issues

23

25

Section 5
STAGE 2: FORMATIVE EVALUATION
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28

Acknowledgments

Greetings from HELP (Human Early Learning Partnership) I want to express my appreciation for the work of the ECE and school professionals who have clearly put so much effort into creating this new and innovative program in BC schools. HELP is pleased to be assisting in the documentation and evaluation process for StrongStart BC. Young children and families in our province will benefit from the many different efforts that are being made to support them. Congratulations on your promising work; we look forward to being a continuing part of it. Clyde Hertzman Director, HELP

The Research Team wishes to acknowledge and thank: The Advisory Committee for its time and wisdom; The school districts and their communities for the warm welcome and cooperation in preparation for and during the visits; and The Ministry of Education for being a cooperative partner throughout the evaluation process.

Janet N. Mort Team Leader, StrongStart Evaluation HELP (Human Early Learning Partnership)

Section 1
WHAT IS STRONGSTART BC?
StrongStart BC is a school-based centre for families or caregivers and their preschool children, at no cost to families. The centres are designed to fill a community need and be located near other services for families of young children such as childcare or parent-resource centres in schoolbased hubs. StrongStart centres are intended to fill an early learning niche for preschool children who are not in childcare. Parents or caregivers who are responsible for children under age five during the day are able to attend a StrongStart centre in their local school. It is proposed that both children and caregivers will benefit from the activities at the StrongStart centre.

neighbourhood five mornings per week, together with their parents/ caregivers (emphasis is on 3 to 5 year olds) for regular activities

To be designed in collaboration with the community to meet the needs of the neighbourhood To be linked to services offered by health authorities, community agencies and other social service providers (e.g., early screening, libraries, parent resource centres, childcare resource and referral services, referrals for children who may have developmental or other special needs)

To provide opportunities for service providers to connect with parents/ caregivers and children and provide them with information and services; e.g., The Ministry of Education and school districts public health, libraries, ESL, literacy now have an opportunity to increase early learning programs available to families and their To be family-friendly environments where preschool children. Along with the Ministry of parents/caregivers can make connections Children and Family Development and their community agencies, schools can play a greater To be free of charge for parents/caregivers role in realizing the vision for early learning: a attending with their preschool children greater proportion of children will enter school with optimal health and development, ready to StrongStart BC is different. We are be successful in kindergarten. (Ministry of Education coming together as partners over the
Contribution Agreement, 2006)

The Objectives of StrongStart BC Centres

To promote language and the physical and social/emotional development of young children To provide opportunities for parents/ caregivers to observe and practise effective strategies to encourage early learning; ideally have an outreach component for the hard-to-serve families To be established in schools offering kindergarten

safety, well-being, education and health of our children. (Surrey, Staff) Activities at StrongStart Centres

Organized activities such as story time, music, singing Access to books, art and crafts materials, and puzzles Play areas that promote creativity, exploratory individual and group play (water, sand, clay) Movement and large-muscle activities Snack time, with food that models healthy eating Possible outings in the community, e.g., to the beach, the park, the swimming pool, the library
(Ministry of Education Contribution Agreement, 2006).

To be staffed with at least one certified Early Childhood educator, trained to work with young children To be inclusive environments that welcome all preschool children in the
StrongStart BC

Section 2
BACKGROUND OF STRONGSTART BC EVALUATION PROCESS
In the fall of 2006, the Ministry of Education BC announced the implementation of up to 16 StrongStart BC Pilot Sites in schools in British Columbia as drop-in centres for local parents and children. The Human Early Learning Partnership (HELP) at the University of British Columbia (UBC) was asked to evaluate the sites that were to be opened between September 2006 and January 2007. After some consideration, it was decided that because the pilot sites were in twelve districts, it would be useful to begin the evaluation process with a documentation stage. The documentation stage was to consist of teams from HELP visiting the sites to document the environmental circumstances at each site, to be completed by September 2007. They would then determine which evaluation processes were most appropriate for Stage 2. Stage 2 would be implemented in 2008 and completed by September 2009. Janet Mort PhD, a HELP staff member from the University of Victoria was selected to lead the team of expert researchers to design the process for documentation, and to lead team visits to the sites. Jane Bertrand of George Brown College was invited to be the expert Early Childhood Development (ECD) advisor. The documentation process was guided by the expectations described in the contribution agreement between the Ministry of Education and school boards. The contribution agreement was in place before the opening of each StrongStart BC centre.

HELP StrongStart BC Advisory Committee

HELP struck an advisory committee consisting of staff from the University of Victoria and UBC to assist in the planning process for Stage 1. The advisory committee first met in April 2007, before the site visits, to advise the team leader on how to proceed with the documentation process. Subsequently, the advisory committee was to provide guidance for Stage 2 when presented with the report Stage 1: Documentation.

We found four young children who never left their apartment so we invited mom to bring them. They are regular attendees now and all of them are thriving. The older one is quiet and withdrawn but the other three are coming out of their shell. (Burnaby, Staff)
The advisory committee met again in July 2007 to consider the report on Stage 1 and suggest how to proceed with Stage 2: Evaluation. At the close of the advisory committee meeting on July 5th 2007, a formal decision was made to proceed with Stage 2 of the evaluation under the guidance of HELP and the primary investigator, Dr. Clyde Hertzman. The StrongStart BC advisory committee was asked to continue in an advisory capacity. Janet Mort was again designated as the team leader; Jane Bertrand, Judith Evans and Jane Beach (research team members) were invited to continue with the evaluation process.

Some parents tell us that they are getting things they never got as children. They are learning how to play themselves with new resources that they had never experienced beforeparticularly our refugee families. (Surrey, Staff)
StrongStart BC

StrongStart BC advisory committee membership:

Jane Bertrand ECD Expert, George Brown College, Toronto Lily Dyson professor, UBC Laurie Ford associate professor, UBC Hillel Goelman senior scholar, UBC Clyde Hertzman director of HELP, UBC Cathy Matthews CECD, BC Council for ECD Janet Mort team leader, UVictoria Alison Preece associate professor, UVictoria Kimberly Schonert-Reichl associate professor, UBC Jacqueline Smit Alex managing director, HELP, UBC

program because it was drop-in and offered for a short time per day. The team was asked to examine the numbers and frequency of parents and children attending the program to establish which evaluation strategies would be most useful.

The biggest benefit to me is seeing my children involved in better behaviours. In the refugee camp, it was just wildevery person looking out for themselves. (Burnaby, Parent)
Staff, School and School District Circumstances

The advisory commit- What has changed for tee asked the team to my child? She is now examine the environAnat Zaidman-Zait post-doctorate fellow, UBC speaking in full senment in which each The research team and guests from the Ministry of program took place. tences at age three. Education attended the meetings. Direction Provided by the HELP Advisory In particular, the She used to cling to me team was asked to but now she doesnt Committee: note the job descrip- care where I am in the Stage 1Documentation tion of the facilitator room; there is no sepat each site and the aration anxiety. She General qualifications of the is too busy with the The advisory committee requested that the re- facilitator. They were other children. search teams identify the nature of the sites, to investigate the re- (Surrey, Parent) looking for differences in quality, findings of vari- lationship between ability and varying degrees of success. In addi- the facilitator, school staff and other community tion, the research team was advised to examine agencies. Leadership issues were to be explored, implementation issues, any early warning signs particularly the line of authority between the faof problematic issues, the way that different cilitator, the school and the school district. The sites deal with issues, the scope of the budget, team was to ask how the school district decided and whether the budget is adequate to open a where to locate each StrongStart BC site. StrongStart BC site. centre. Program The research team was asked to examine the type of program offered at each site. There was some concern that the Ministrys expectations were lacking in sufficient detail to provide a consistently high quality program throughout the province. The advisory committee asked the research team to provide a description of the program at each site and be prepared to compare the programs. Of particular interest was the degree of exposure parents and children would have to the
StrongStart BC

Parents and Children The advisory committee asked the team to examine the usage patterns, including the frequency of use, reasons why families did not use the program more frequently, and any barriers that might limit access for families. The advisory committee requested that the team meet with parents and children (where possible) to survey how they felt about the program, their experience at the site, and their views on the value of the experience for their family. Community The advisory committee had particular questions about the reception of the StrongStart BC site in the community context (a) whether the program was integrated with other services already provided in the community; and (b) whether it was seen as redundant or competing with other agency services. The committee asked the research team to explore the degree to which the program was integrated with other services both in the school and outside the school, including other Early Child Development (ECD) services in the area.

They referred my child to speech therapy because he was having problems with his speech and was very shy and wouldnt answer anyone. Now he is much more social and talks to people voluntarily. This makes me feel like I am a good mom. Some days I feel like super mom. I am not stuck at home. I meet friends, I practise my English and I am learning to discover why my child needs to learn to work with things that I dont have at home. I am learning to use things like egg cartons to sort items at home. We sing songs that we learned together at school. She teaches me the words. At first, she just played but now she is reading. At dinnertime, she knows how to eat because they taught her the rituals of eating. (Burnaby, Parent)

What do I like as a parent? Meeting the other parents and talking to them about our similar problems. We have our own preschool library. We are learning new activities every day that we can do at home with our children. Why didnt this happen sooner? (Surrey, Parent)
Documentation: Leading to Evaluation It should be emphasized that the documentation process was to be a stage of inquiry. The advisory committee believed that once it had the answers to the research questions, it would be in a better position to advise on the evaluation process for Stage 2.

StrongStart BC

Location of and Visits to the Sites

Twelve sites in 12 different school districts were chosen by the Ministry of Education for Stage 1 of the process.

School and District

Edmonds Elementary, Burnaby Spruceland Elementary, Prince George Riverview and Roy Stibbs Elementary, Coquitlam Okanagan Falls Elementary, Okanagan Falls Win West Heights Elementary, Mission Mountain View Elementary, Revelstoke John Todd Elementary, Kamloops Conrad Elementary, Prince Rupert Riverview Elementary, Quesnel Glacier View Elementary, Comox Ucluelet Elementary, Alberni Bridgeview Elementary, Surrey

Date of Visit (2007)

April 30th / May 1st May 7th / May 8th May 15th / May 16th May 17th / May 18th May 22nd / May 23rd May 22nd / May 23rd May 24th / May 25th May 24th / May 25th May 28th / May 29th June 4th / June 5th June 6th / June 7th June 11th / June 12th

What has changed at home for me? We read more often. My child picks out books himself, comes to me and wants me to read to him. He talks about the other children all the time. He sings the songs he has learned, around the house. I used to feel isolated but now I feel really comfortable and look forward to StrongStart. He used to look out of the window at the other kids but now he just says, Mommy, I want to go to school. There are no other things in the community that I can afford. We are free from everything when we come here. (Surrey, Parent)

StrongStart BC

Section 3
METHODOLOGY FOR DOCUMENTATION
Purpose and Timelines
Case study methodology was selected as that most closely matching the purpose of Stage 1 inquiring into and documenting the environmental circumstances of each site. It was anticipated that each site would have its own identity so it was decided to study the 12 sites individually in a non-cross-sectional way. Ethics approval from UBC was received on Aril 30th, 2007. The 12 StrongStart BC sites were visited between April 30th and June 12th. Each site was visited for two working days.

What keeps you from attending?

Have you and/or your child benefited from the program? If so, how? What are your (your childs) favourite activities? What is the most important skill you (and your child) have learned? Please describe any changes you have seen in your child developmentally socially, emotionally, language-related, physically or others.

Has attending the program changed how you are or what you do with your child at home? Explain. Has your view of the school changed? If so, how? What is your greatest criticism of the program? What is your highest praise for the program? If the program could be enhanced, what would you recommend?

Methods
Before the visit, sites were sent a list of requested documentation. It was suggested that sites organize the documentation into binders under the following five headings: 1. 2. 3. 4. 5. Record of family and child attendance Program and policy documentation Human resources policies and procedures Evidence of parent/caregiver communication Community relations and linkages

Sites were invited to incorporate any other information that might be useful such as photos, scrapbooks, samples of student activities and schedules. Consent forms and interview questions (as approved by the ethics committee) were sent to the sites before the visit.

I see huge changes in my childher experience in group settings, a reduction in conflict, learning her letters, her ability to pay attention and sit for longer periods of time. (Kamloops, Parent)

Questions Used in Interviews and Focus Groups

Questions for parents (or caregivers) How did you hear about the program? How frequently do you attend with your child? Would you like to attend more frequently? What makes it possible for you to attend?
StrongStart BC

Questions for school district staff Do you have a collection of documents for us? Will you review them with us? How was your school chosen? Describe the start-up issues you encountered. Describe what the program offers and how it works. Is there any integration with other programs? Are any interagency services co-located with StrongStart? Please describe. How have local ECE groups responded to the program? Have they been involved? How have you marketed the program to the community? Please share examples.

Can you describe what you think a successful StrongStart program would look like? What do you see as the challenges facing StrongStart? How well do you think your community supports young children and their families?

What do you think are the most important abilities and skills for the StrongStart facilitator to have?

Site Visits: Interviews, Focus Groups, Observations The facilitator stresses planting the seeds, learning to play and explore and figure things out and problem-solveshe is a teacher and a psychologist. (Kamloops, Parent)

Representatives at each site were Who attends the program? Please review asked to schedule your records of attendance with us. interviews, focus groups and observa What benefits have accrued to children tions in the program and families; to the school; to the with the following community? types of representative groups: Do you have any evidence of benefits? What have been the biggest roadblocks to a successful program? What have been the biggest successes? In your opinion is this a positive move over all? Why or why not? Questions for community members What is your involvement with the StrongStart program in your community? How does StrongStart in your community relate to other early childhood programs in the community? How do families with young children find out about StrongStart? Can you identify if, and how, StrongStart is meeting some of the needs of families with young children in your community?
StrongStart BC

The site coordinator The school district contact(s) The ECD facilitator(s) The school principal(s) A district office administrator(s) Coalition and steering committee members Kindergarten teachers in the StrongStart BC sites schools The PAC president Volunteers Child Care Resource and Referral (CCRR) representatives Local ECE owners and/or operators Key interagency representatives 7

The team typically engaged with two to fifteen parents in the focus groups. A general invitation was provided to parents and the team accepted all parents who attended the focus group. At times, the team received requests for interviews and accepted all requests even from those who had not been scheduled. When necessary, translators were provided to assist with interpretation at the interviews and focus group meetings. The documentation that had been collected before the visit was discussed with multiple respondents at each site to find explanations and any information that was necessary.

8. Suggestions for the evaluation stage: In each interview, the research team asked staff members and parents about their ideas on what could be evaluated at their site.

Daily Team Debrief

At the end of each day, the research team documented their impressions under the following headings: 1. The context particular to each site: the hours of operation, a description of the space, a description of the budget and equipment. 2. Human resources: the contractual ar rangements with the facilitator, the remuneration, hours of operation, preparation time and career background. 3. Program: the schedule of the program; highlights in the schedule; and learning activities. 4. Highlights: anything about the site that was worthy of note. 5. Impact/benefits: the viewpoints of the parents, focus groups and other repre sentatives of the school or community.

What has changed at home? We redesigned the playroom. We have grouped toys together, organized containers and labelled everything. We have incorporated activities from StrongStart into the playroom. We bought some of the same educational toys. We have learned the importance of structure. My husband and I take turns going. My husband notices things that the facilitator does and takes them seriously at home. We talk about it. Its awesome. (Comox Valley, Parent)

6. Issues/barriers: based on Hertzmans (2006) list of potential lists and barriers, an identification of the barriers that remain or efforts to eliminate barriers. 7. Lessons learned: any lessons that could be learned and applied to other sites.
StrongStart BC

Section 4
FINDINGS FROM DATA AND DOCUMENTATION
The sites collected attendance records in various formats and using different information. While the team was able to review complete records of attendance over time, the type of information was inconsistent from site to site. For Stage 2, sites will be asked to collect consistent data in standard ways including attendance of children by age, frequency, cultural origin and attendance of adults by caregiver (e.g., mother, father, and grandparent), cultural origin and language spoken at home.

Location
Burnaby, Edmonds Elementary School

Context
Cultural identity: high immigrant population - 15 languages are represented, resulting in some difficulties in communication SES: low EDI vulnerability: highest in the school district Other: the district hosts eight family centres as well as the SS Centre Cultural identity: mixed SES: low EDI vulnerability: high Other: many new services including SS because of EDI Cultural identity: Riverview affluent immigrant population; Roy Stibbs mixed SES: Riverview high; Roy Stibbs low EDI vulnerability: Riverview high; Roy Stibbs low Other: Riverview hosts a childcare centre on site Cultural identity: mixed 50% Aboriginal SES: low SES and highly transient population EDI vulnerability: high Other: co-located with preschool; gymnasium use every day Cultural identity: homogeneous Caucasian SES: low EDI vulnerability: moderate Unique: co-located with licensed childcare program; shared gymnasium with Parks and Recreation

Courtenay, Glacier View Elementary School Coquitlam, Riverview and Roy Stibbs Elementary Schools

What do I see as the biggest benefit as a parent? Well, two things. There is no cost. We cant afford to pay for activities for our kids. Second, I am learning so much. The facilitator sings her welcome song in many different languages. I feel so good when I hear her sing welcome in Punjabi. (Quesnel, Parent)

Kamloops, John Todd Elementary School SS StrongStart BC

SES Socio-economic Status EDI Early Development Instrument Okanagan, OK Falls Elementary School

StrongStart BC

Mission, Win West Heights School

Cultural identity: mixed 26% Indo-Canadian, 16% Aboriginal SES: low EDI vulnerability: high Unique: the recently built school is a HUB with a variety of services and programs Cultural identity: high Aboriginal and immigrant populations SES: low; highly transient population EDI vulnerability: high Unique: attendees come from across the city

Alberni, Ucluelet Elementary School

Prince George, Spruceland Elementary School

Cultural identity: 30% Aboriginal SES: low EDI vulnerability: high Unique: preschool on the reserve but so far little Aboriginal connection staff are working on it. The facilitator was a high school teaching assistant and has taken a leave from the union to serve as facilitator

Prince Rupert, Cultural identity: 77% AborigiConrad Elemen- nal tary School SES: low EDI vulnerability: high Unique: full-day kindergarten for all Quesnel, Riverview Elementary School Cultural identity: 40% Aboriginal SES: low EDI vulnerability: highest in district Unique: new facility; slow, cautious start Cultural identity: mixed SES: moderate EDI vulnerability: moderate Unique: additional programs co-located Babysteps and preschool underway Cultural identity: high immigrant population SES: low EDI vulnerability: high Unique: school contracted with City of Surrey, Parks and Recreation Department to provide instructor and program; enthusiasm of principal a factor in choice of school; working on an intense community-development process
10

What do I like about StrongStart as a parent? I like the structure and the routine that everybody has down pat. We all tidy up together. It is our place and we share it. Our kids feel like part of the community and part of the school. We stick our noses into kindergarten and we can feel that it is a nice school. We are invited to all school events. There is no anxiety about coming here any more. I can also come with the different ages of my children and we are all welcome. We work out the age differences together. We have to watch out not to step on the babies! (Quesnel, Parent)

Revelstoke, Mountain View Elementary School

Surrey, Bridgeview Elementary School

StrongStart BC

Samples of Linkages and interconnectedness

The following charts provide examples of develResearch studies have been clear that when oping and well-established interconnections in services to young children and their families communities. Most centres had only been estabare integrated, they are more effective. The lished in the previous six months so some cenMinistry of Education had asked districts to co- tres were just beginning to establish connections locate other services with their sites and con- whereas others had established close ties with nect with community agencies where possible. schools and the community. The following legIt was important, therefore, that the team ex- end and diagrams provide examples of the types amine the interconnectedness of StrongStart BC of interconnectedness noted by the research centres between other services (a) in school-dis- team that will be examined in Stage 2. trict-related programs; and (b) other services in the community. The research team interviewed many people at each site, including members of local intersectoral coalitions, in order to establish an understanding of these interconnections. (Intersectoral coalitions are groups of interagency teams that meet to enhance coordinated services in communities.) Legend for charts The dotted line signifies that connections are beginning to develop; service providers are beginning to communicate and plan together. Some of these interconnections were in place before StrongStart BC while others have evolved because of SS implementation. The solid line signifies where services are collaborating, sharing resources, planning together and interdependent. The research team expects to see further collaboration in charts developed after Stage 2 as the relationships mature.

Legend
School Strong Start Child Care, Preschool

Family Support Program

Intersectoral Group

Public Health Early ID & Prevention

Collaboration Coordination

StrongStart BC

11

Quesnel
CCRR

Success by 6/ Children First

District Literacy Coordinator/ Early Learning Cttee

Riverview Elementary School

Strong Start Ready Set Learn

Preschool

Preschool

Kids Campus

First Nations Family Centre

Kindergarten

Quesnel Interconnections
Note: Quesnel was one of the last districts to implement the StrongStart BC program. They decided to begin cautiously to avoid overcrowding and ensure systematic success. Interconnections are, for the most part, in the early stages.

My child is learning to get along with others, respect rules and instructions, be more curious and independent, learning self-controlhow to sit and listen in a group, how to be compassionate when others have feelings. Shes listening and using English in response, learning imaginative play and how to communicate her needs. She can print her name now. (Quesnel, Parent)

What benefits have I seen in my child? The interaction with the other children, the ability to get up in the morning and get ready for school; helping with other children, especially young children. It opens up the quiet kids. My childs vocabulary has really jumped. I have met other parents and children that we see outside the school now, developing a sense of community. We are learning, playing and enjoying each other but also thinking of the future. (Quesnel, Parent) Mission Interconnections
Note: The Mission site has evolved as a hub where numerous services are offered in a school facility. This type of structure is considered ideal by many; the team found that other groups, sometimes because of lack of space, had designed equally effective means to link the school services to external agencies.

StrongStart BC

12

Revelstoke
Interior Public Health

Intersectoral ECD Committee

Child Care Resource & Referral Columbia Basin Alliance for Literacy Kindergarten Ready Set Learn Strong Start Preschool Interior Speech and Language Baby Steps Community Connection Cttee

Revelstoke Interconnections
Note: Revelstoke had begun intensive work with its intersectoral coalition several years before the introduction of StrongStart but connections have now been enhanced. For example: The public health nurse visits the program regularly to meet informally with potential clients;

The team was impressed by the degree of interconnectedness in most districts. While numerous connections had been established by the previous work of the intersectoral coalitions, it was apparent that StrongStart BC had reinforced many connections. It had facilitated new ways of collaborating, and stimulated creative ways to mobilize community development.

The CCRR provides staff to assist Strong Start when necessary, including a substitute teacher when the facilitator is away;

The school board asked the intersectoral committee to advise how the special grant from the Ministry could be used the community for young children, and subsequently approved all recommendations including additional childcare spaces, preschool experiences, Examples of New Connections at Many Sites the salery of the CCRR (Chid Resource Various services in the communities refer and Referral) and extending StrongStart families to each other, including hours. StrongStart (through shared pamphlets); in preschools and childcare centres. 13

What is the impact on family? Families are making connections. They feel as though the school is supporting them. It is having an impact on their own practice with children. They have access to resources and they are socializing in their community more by meeting new friends. It is changing the dynamics between caregivers and children. (Surrey, Staff)

StrongStart BC

 In over 50% of the sites, family-owned daycares bring groups of students to SS.

Start-up Issues
1. Selection of school sites

Where preschools are co-located, parents drop off their preschooler and The reason for the selection of the site varied then attend StrongStart with the younger from district to district. In most districts the site was either in a low socio-economic area of child. the community, an area with a large immigration One off-site preschool is moving into the population, or an area enrolling a high percent school next year to collaborate with age of Aboriginal students. In one school district, however, lack of available space at the preferred StrongStart. school site precluded the school from participat More than 50% of the StrongStart sites re ing. In another school district, the enthusiasm ported that they have made a number of of the school administrator and the school staff referrals to other agencies regarding as well as the needs of the families informed the childrens speech and hearing issues as decision about where to place the program. well as suspected autism and FAS (Fetal Alcohol Syndrome). 2. Presence of a steering committee A CCRR (Childcare and Resource Referral) All sites were connected to a steering committee centre shares its toy library with or an intersectoral coalition committee. In one StrongStart. case, a steering committee had been established but was only starting to hold meetings. In oth CCRR staff have picked up families and er communities, the intersectoral coalition was delivered them to StrongStart. identified as the main committee to guide the implementation of StrongStart. In several com Every site is engaged in an intersectoral munities, early childhood development commitcoalition committee in some way. In 90% tees, previously established, assumed the role of the sites, the committees helped of steering committee for the project. It was in the implementation of StrongStart. In important to note that in every case efforts had 40 % of the communities, the been made to link the StrongStart BC program allocation of funding is decided at the with a management or advisory committee that coalition table. was involved in other early childhood initiatives. This was one of the key factors influencing how About 50% of the StrongStart sites are the StrongStart BC program connected with othbeing used for other intersectoral er services and agencies, both inside and outside activities in the afternoon. the school.

Public health nurses are frequent attendees at StrongStart sites, informally acquainting themselves with families. Community programs and StrongStart are collaborating on opening and closing times as well as days of operation, in order not to clash.

One of the biggest challenges in our community has been the lack of Early Child Development. We want to build on that capacity wherever we can and start building the capacity of the community with the support of partners, and now we have the infrastructure of the school district. (Surrey, Coalition Member)

StrongStart BC

14

and a new purpose (e.g., some rooms had been used for storage). Smaller sinks, shelving and countertops more appropriate to the size of preWhen the StrongStart BC centres were first an- school children were installed. Access to washnounced, tension was felt in communities about rooms and an antiseptic diaper change area were the possible threat to other services and agen- major issues in most facilities. School staff was cies outside the school. This occurred because, nervous about adult strangers being in the school congruent with the StrongStart announcement, washrooms with unsupervised children. DesigChildcare and Referral Resource (CCRR) groups nating space for parents parking and for baby experienced funding cuts. The research team strollers and parents tote bags were unusual pursued this topic in interviews and focus groups problems for schools to solve. In fact, all sites and discovered that, in most cases, the tension were creative and reported that the renovation had been resolved by (a) clarifying the purpose budget was sufficient to cover the costs of the of StrongStart compared with other programs; required changes, with the exception of a sink and (b) having joint planning sessions in com- at one site. The team was impressed with the munities. In other cases, there was still some clean, bright spaces that welcomed families. evidence of tension although the issue resolved itself as the program began and the perceived We have daycares in the community threats to other programs did not eventuate. that come regularly every week. The 3. Initial ECD (Early Child Development) conflict In some of the communities, fears were allayed so isolated in their daycare situation by (a) cooperatively planning the timing of offerand they themselves are learning new ings; and (b) describing the services that would skills being in the StrongStart centre. be offered by StrongStart BC centres. In fact, (Surrey, Staff) many representatives of other service agencies (including other ECD programs, preschool owners and operators, and Child Care Resource and Referral services) were enthusiastic about the ad- 6. Identification and purchase of appropriate equipment ditional services provided by StrongStart BC. Each site handled the purchase of equipment in a different way. At some, most of the equipment The late announcement of the allocation of cen- budget was spent at the beginning of the protres and the different nature of each district gram for new furniture, toys, equipment and recaused some sites to feel pressured by having sources. Several sites took a cautious approach. such short notice. At least two sites solved the Instead of purchasing large amounts in the beproblem by contracting former childcare ex- ginning of the program, useable equipment that perts to work with the facilitator. They planned, had been in storage or was surplus-to-needs was purchased resources, designed the environment gathered from the school district. Staff decided and provided support in the opening days. One to wait until the second district is extending a limited contract to con- stage of implementation tinue that support through the school year. The to determine further exresearch team was impressed by the results of penditures. In all cases, the research team was this collaboration. told that the budget had been adequate for start5. Renovations to facilities up. 4. Pressure to start up quickly Renovations involved cleaning, painting and restructuring the classroom for younger children
StrongStart BC

daycare operators say that they feel

15

Employment of Early Childhood Education Staff

Staff qualifications

All classroom facilitators were ECE certified and Despite the fact that there is a shortage of Early most had considerable and impressive experiChildhood Education (ECE) professionals in BC, ence in the Early Child Development field. The most school districts reported a good response experience of facilitators included: from qualified applicants to the advertised po ECD support worker, Family Place sitions. While a few districts experienced difsupervisor and playroom supervisor ficulty locating specialized ECE staff, all those employed had the required ECE certificate and Qualified teacher, Montessori preschool (as indicated by the following charts) most were teacher experienced. Most facilitators were hired under an annual personal contract to the school dis Supervisor of pre-school and daycare, trict. In one case, the employee was a member and special-needs educator of the CUPE union by agreement between the school district and CUPE. In another case, the ECE university instructor and employee was a member of the City staff, Parks supervisor of preschool/daycare and Recreation Department (the school district had contracted with the City to manage that em Supervisor of preschool, daycare, toddler ployees services). centre and after-school programs In most cases, facilitators expressed concern about the future of their employment status. One-year contracts do not provide employees Whats best of all is that its free. I cant with the job stability most people want. Part- afford $10 here and $10 there for the time employment requires having two jobs. Fa- activities offered in this town, but I can cilitators want to be seen as members of the come here every day with my children school and school district staff. Some have con- for nothing, and they get nutritional cerns about working through personal contracts snacks too. (Okanagan Falls, Parent) and not belonging to a unionized group connected to the school district that has accompanying benefits. Twenty-two years of experience in Most of the facilitators were paid at a gross rate preschool and childcare; taught an of $25.00 per hour for four hours a day, although ECE course through the school district there was some variance in the hours, benefits received and net pay. Experience in private daycare, preschool, family daycare, administration and special needs

We see this program as the front door to the school. It sets the tone. It makes it a family place. People are starting to see it as the centre of the community. We used to be the forgotten community. Now it is a community development process. We had all the parents for dinner and asked them what they needed. This is a happening thing. Twenty-five per cent of our principals want ECD in their schools. (Surrey, Staff)

Child-care centre employee, supervisor of child-care centre, assistant supervisor of Montessori preschool Child-care program and provider consultant, early education consultant implemented an early years workshop series, preschool director

Employee of Child Care Society (planning, enrolment, budget and licensing); supervisor and owner of daycare centre 16

StrongStart BC

Budget
The following sample budget provides an estimate of the items bought by StrongStart sites. Sample Budget for StrongStart Site Income: 2006-2008 Start-up Initial payment: 2006-2007 Additional payment: 2007-2008 Final payment: 2007-2008 Total income 2006-2008 Expenses: 2006-2007 Wages Equipment and resources Lending library Travel costs Food and snacks Promotion costs Honoraria Utilities Maintenance/building alterations Other Total expenses 2006-2007 Anticipated expenditure 2007-2008 $50,000 $30,000 $ 2,000 $90,000 $20,000 $14,000 $5000 $2500 $2500 $1500 $2000 $500 $1000 $1000 $42,000 $40,000 Note: An additional $8,000 from each site was allocated to the StrongStart BC Evaluation Process. All sites appreciated the size of the budget, apart from the need for more staff to document childrens progress and help more families.

I cant afford to buy fruit in the wintertime, but they get fruit here every day. (Okanagan Falls, Parent) Start-Up Date and Attendance
Note: Districts collected data for their own purposes so it was not reported to the research team in a standardized way in Stage 1. The following chart provides a broad picture of the attendance patterns. Some numbers are approximate although data was reviewed by the research team in all cases. In Stage 2, data collection will be standardized. Location Burnaby Start-up Date November 27, 2006

One of the things I love about coming here is that there is no work to be done. It is an opportunity for me to be away from home where every time I turn around there is something that needs to be cleaned, folded or ironed. I can unwind here and just bond with my child. (Burnaby, Parent)

Approximate Attendance: Age 0 - 5 Number of registrants: 159 children Average daily attendance: 10 to 20 (adults and children) Number of registrants: 241 children Average daily attendance: 10 to 30 17

Courtenay

December 6, 2006

StrongStart BC

Coquitlam

January 2007 (Stibbs) January 2007 (Riverview)

Number of registrants: Riverview 200 children; Roy Stibbs 75 children Average daily attendance: Riverview 15 to 42; Roy Stibbs 8 to 36 Number of registrants: 361 children (55 age 0-2; 80 age 2-3; 153 age 3.5-4; 65 age 4.5-5; 6 over age 5) Average daily attendance: 15 to 45 Number of registrants: 64 children Average daily attendance: 10 to 27 (some drive in from other towns.) Number of registrants: Over 100 Average daily attendance: 15 to 40 Number of registrants: Over 200 from all over the city Average daily attendance: 20 to 35 Number of registrants: 77 children (34 Aboriginal) Average daily attendance: 8 to 15 Number of registrants: 40 children Average daily attendance: 4 to 20 Number of registrants: 100 children Average daily attendance: 15 to 50 Number of registrants: 100 children Average daily attendance: 10 to 25 Number of registrants: 50 children Average daily attendance: 10 to 15

Kamloops

November 2007

Okanagan

January 2007

Mission Prince George

November 2006 December 2006

Prince Rupert

November 2007

Quesnel Revelstoke Surrey Ucluelet

February 2007 October 2007 January 2007 January 2007

All sites kept records of attendance but, as mentioned previously, the record keeping was not consistent. The team was unable to gauge the frequency of attendance, for example. A cursory examination of records indicated that (a) many registrants attended a few times; (b) less than half the registrants attended 3 to 5 times a week; and (c) many registrants attended once or twice a week. The team asked the reasons for different attendance patterns but was unable to draw conclusions because interviews were mostStrongStart BC

ly held with regular attendees. Some parents who attended most regularly used StrongStart as the major social and learning activity outside the home. Others who attended less often combined the StrongStart experience with preschool and other community recreation activities for a rounded learning experience. Similarly, records of adults attending StrongStart were not consistent but the team witnessed unexpected patterns of attendance. Mothers outnum-

18

bered fathers by approximately 8 to 1 although some sites were rearranging program times to encourage fathers. In some neighbourhoods, grandparents were usually the caregivers, particularly in immigrant communities where both parents were working. In some communities, local family-owned childcare centres attended regularly, bringing up to half-a-dozen children with them. At one site, parents objected because they believed this put more stress on the facilitator by raising the adult-to-child ratio, and reduced the quality of the experience. In other cases, mothers and fathers alternated, depending on which person had the day off work. In one case, a separated couple used the StrongStart site as a way to meet for a joint family play experience. A major concern was the number of children and adults together at some sites where numbers exceeded 20 in a standard classroom. While safety was not an issue (because caregivers were expected to be working with their children), the facilitators ability to coach and demonstrate learning activities for adults was diminished.

Publicity and Advertising for Families

Several sites developed brochures to distribute in communities. Many sites developed a cooperative plan with the local intersectoral coalition to distribute brochures and advertising. Most sites held a public opening with press coverage. This was an effective way of attracting parents to the site from all over the community. Some sites were particularly inventive in finding new families. They reported knocking on the doors of apartment buildings and leaving flyers in the lobby. They approached families in parks and other public family areas with a flyer, and extended personal greetings. They proposed setting up tents at fairs, holding private meetings with Aboriginal groups to extend personal invitations, and making presentations at other events to describe the purpose of the program to dentists, doctors and those in private practice who might not have contact with public professionals. Approximately half the sites made a great effort to reach hard-to-access families. All sites understood the important of getting the word out but several sites were cautious and advertised locally at first, waiting until they were ready to handle larger numbers. Most sites said that word-ofmouth was the best way of attracting parents, and parents confirmed this, but it was not effective for the hard-to-access families. Plans had been made at several sites to implement new strategies in the following year to reach these parents.

I love the crafts, cultural and intergenerational connections. I am becoming best friends with a couple of the grandmas and they provide excellent advice. (Burnaby, Grandmother)
The team felt strongly that another adult would allow a better experience and permit the facilitator to document individual child developmentalmost impossible in a crowded room. Sites struggled with how to maintain fire safety regulations in these circumstances. While some sites simply closed the classroom to new arrivals, this was unpopular with parents who had packed up children and walked or bussed long distances to be there. Other sites experimented with recommending alternate days to parents. While this provided a solution, parents felt that this took away flexible attendancea valued part of the program.

Advertising? There are 30,000 children in our community under the age of six. We dont have to advertise. This has all happened by word of mouth and the school newsletter and the numbers have grown on their own. We may have to start monitoring it because the numbers are becoming too big. (Surrey, Staff)

StrongStart BC

19

The problem with advertising through the media is that we are not reaching those who are not literate. (Kamloops, Staff) Efforts to reach hard-to-access families
Hertzman (2006) identified 10 barriers that often prevent families from accessing services for young children. These barriers typically include program availability, affordability, transportation issues, timing of the program, access for working and non-working parents, language issues, access for multi-ages of children, lack of information about the program, unfulfilled expectations, social distance and parental modelling. The team

are lowered and more families have access to the program. The following chart describes the progress so far in nine districts. The other three sites will be examined in September before the evaluation begins. The positives The program was free (including snacks) It was available 3 hours/day (which most caregivers felt was enough) It provided access for multi-ages of children at the same time It met expectations The negatives The program was not readily accessible to working parents (many wanted availability on weekends) Reaching Aboriginal families was problematic Reaching families most in need was difficult The program was only six months old and many felt that this was part of the explanation. Most centres had plans in place for the next school year that may help to resolve these issues.

Our facilitators walk the streets, visit the food banks, go to the parks, go to apartment buildings and knock on doors asking if anyone wants to come to StrongStart BC. Other than that, it is strictly word-of-mouth. (Burnaby, Staff)
interviewed several staff members at each site to find out how they try to reach these families. This process will be followed up in Stage 2 of the evaluation to determine whether barriers

Sucessfully Addressed Aware and working to Improve

Still Problematic

StrongStart BC

20

Benefits to Children and Families

Information from Focus Groups and Interviews In total, the research team interviewed approximately 120 parents at the 12 sites either in focus groups or individually. General invitations were given out and the team accepted all individuals who volunteered. In some cases, parents submitted paper responses. Translators were present where necessary. In addition, the team interviewed approximately 50 community members who were either part of intersectoral coalitions or owners/operators of local childcare groups or family initiatives. Their views are included in this section of the report. The team was not able to access parents who had registered but not attended regularly. This will be part of Stage 2Evaluation Process. Access to Free Services Most parents expressed great appreciation for the fact that the program was free of charge. Several parents described lists of services in the community that charge a nominal fee for access. They made the point that having several children five days a week made the cost of attending beyond their reach. Many indicated that providing free snacks was an attraction, because they could not afford the same quality of nutritious food at home.

At least one site is planning to provide separate space for the pre-toddler age group in a special afternoon session.

My biggest fear? What will happen if they take StrongStart away? We are so excited about it! (Okanagan Falls, Parent)

The Facilitators Role

Without exception, the facilitators received high praise for their offerings. Parents were appreciative of their broad ECD knowledge. Many parents commented on their organizational skills, their capacity to handle this complex environment with large numbers, multiple ages and cultures, the wide variety of resources they provided and their interpersonal skills. In particular, at every site, parents expressed gratitude for the welcoming, warm environment where they could bring their children and feel safe; the word safe was used many times. In some sites, strong bonds Multi-age Accessibility had developed between parents and the facilitaAn equally popular response was that caregivers tor. The research team often noted the obvious appreciated being able to bring a baby, a toddler sense of community in the room. Some facilitaand a preschooler at the same time. Few places tors were seen as a lifeline or someone parents in the community provide that service. Initially knew would help them (or find help for them) if StrongStart sites expected the majority of at- they needed it. tendees to be between 3 and 5 years old; howThe Program ever, the range has been from birth to age 5. While advantages have been evident and most people expressed enthusiasm about the multiaged aspect of attendance, it has caused additional preparation and organizational pressures for staff. Another worry is that the younger children may be hurt accidentally in crowded rooms.
StrongStart BC

The play-oriented environment was highly valued. It was surprising to hear so many parents express their lack of knowledge about play and their delight at learning how to play again. Of particular interest were the educational toys, the crafts and simple experiences such as homemade

21

play dough. Take-home recipes and instructions were valued, as were newsletters that described ideas for home play, upcoming events and themes in the classroom. While the multi-age environment was obviously challenging in terms of preparation and supervision for the facilitator, the team felt that in some classrooms, the creative aspect of play needed to be extended, and that a more elaborate provincial description of program expectations would provide better guidance. Some facilitators felt isolated and therefore unclear about program expectations. They would appreciate more guidance. Provincially, this would provide more equity in the experience for families.

use, they were impressed. Parents expressed appreciation for support in learning how to achieve this with their own children. The team believes, however, that worksheets have no place in a play-oriented environment. The concept of modelling for parents is one that is not necessarily included in ECE training and it is a difficult concept to implement spontaneously and informally, especially in a classroom with large numbers of people. As stated previously, a second staff member and professional development on this topic would be useful for facilitators.

The advisory committee asked the team to investigate peoples satisfaction with the timing and Parents expressed appreciation for the access to length of the program. Most parents were hapmessy materials (such as paint, sand and water py with the three or four hours allocated to the play) as something they could not offer at home. program. They liked the flexibility of being able Circle time was identified as a highlight of the to drop in on their own schedule and preferred daily experience. Parents appreciated the action This [StrongStart] songs, the discussions, the language developwill have a positive ment, and especially the stories. Snack time was the other highlight and has become a notable rit- impact on her for ual in most sites. In one site, children chose their the rest of her life. (Parent) snack from a menu as in a restaurant setting; in another, songs were used to settle the children first. In all sites, the snacks were nutritious and the morning to interesting. Some parents organized their arrival the afternoon. (Some sites are and departure at circle and snack time. adapting hours The Ministry of Education identified field trips slightly to acas a high priority in the contribution agreement, commodate loneeds.) but the research team, while understanding their cal value, found that most sites felt the expectation They cited reawas problematic. The drop-in nature of the pro- sons such as gram, unpredictable attendance and no way of naps in the afcommunicating with all registrantsgiven the ternoon, other large number that attend sporadicallymeant c o m m i t m e n t s that needed to that field trips were difficult to organize. be fulfilled,the While play is the guiding principle in program de- short attention span of young children and morning being the sign, incorporating pre-literacy skills such as the high-energy time of day for both caregiver and alphabet and number recognition through incichild. The aspects of the program that could be dental play is highly desirable. Understandably, changed were weekend and holiday openings to there is a fine line between instruction and inciaccommodate working parents, particularly fadental learning but some sites appeared not to thers. Most parents attend for two of the three have attempted this. Where the team members hours, usually organized around circle time and observed these resources and their incidental snacks.
StrongStart BC

22

Social Benefits
1. Reduction in isolation and enhanced services to marginalized women Social issues were predominant in discussions. Immigrant mothers were grateful to be able to go to a safe place where they were welcome and could join a social network that is culturally appropriate. It was culturally appropriate. Many immigrants described StrongStart as the best place they had found in the community to learn Englishfor both parent and child. One mother described how her husband still lived in China and could visit once every two months. She had a toddler and felt StrongStart was the only place she could go for companionship. She had neither the money nor confidence to leave the neighbourhood. Her daughter was learning English. Now the mothers English is so good she is translating for newly arrived Chinese mothers.

sition between home and preschool, home and childcare, or home and kindergartenthe transition between an environment with an accompanying adult to an environment with a teacher, many children and no parent. Many of their children were isolated in condominiums and had not played with others at all. One grandmother commented that it was not safe to make friends in parks any more. Now the children had friends they continued to see out of school along with their caregiver. 3. Effect on parenting skills and the home environment

The Ministrys stated goals were to provide modelling for parents and to improve their home experience with their children. The advisory committee had asked the research team to determine whether this was possible and whether child development could be attributed specifically to the StrongStart program. For some parents the Grandmothers, as daily caregivers, were grate- influence has been beyond expectations. Most ful to have the range of toys and activities they parents in the focus groups noted a strong influcould not provide at home. They were also glad ence. They specified the developments occurring to have other children to engage with their because of the StrongStart BC program and could grandchildren. Most mothers expressed gratitude distinguish that from other early childhood proat being able to attend with their children and grams their children had attended. focus solely on them, leaving competing household duties behind. Many reported making new There was much discussion and laughter about friendships that extended beyond the program how the clean-up song was applied successfuland into other community activities. Teen moth- ly to toy clean-up at home. Most parents spoke ers and single mothers expressed relief at having of the change in their children. They described the centre to support them and facilitators to their ability to sit quietly and focus for longer periods. This development was credited to cirprovide advice. cle and snack time. Many reported their childs increased interest and abilities. They loved read2. Social issues related to children ing stories, identifying or reciting the alphabet The socialization of young children was fre- and numbers, singing new songs, and using new quently mentioned as a major benefit. Mothers tools such as scissors, glue, coloured pens, paint described how children who previously had been and blocks. A couple reported re-designing the fearful about separation became more comfort- playroom at home because of their experiences able in the StrongStart environment. The team at StrongStart. observed several situations where bullying or other inappropriate behaviour of bigger children Several parents reported that eating habits and was managed skilfully by the facilitator. Parents table manners had improved. Children accepted expressed gratitude for being able to learn how different food and were interested in nutritious to deal with difficult social behaviour more ef- snacks. They copied the manners taught during fectively. Many parents described the StrongStart snack time. One father commented that he was environment as one that provided an ideal tran- learning new skills as his child learned them, inStrongStart BC

23

cluding the importance of cleaning up after himself. Others echoed this view, explaining that they were learning how to establish routines themselves. Another parent described a reduction in television viewing in the home now that the family had learned about alternatives. 4. The parental relationship with the school Parents saw the location of the site in a school as being useful. It reduced their traditional fear of school as a controlling environment and gave them an opportunity to observe the positive learning environment schools providesignificantly different, in most cases, from schools of decades ago and schools of other cultures. The team observed distinct differences between schools. Those that had made an effort to integrate the StrongStart site as an integral part of the school were building a community, whereas those schools that had not yet achieved integration lacked the benefits. Parents in highly integrated sites expressed a feeling of belonging, not just to the site but also to the school. They were included in assemblies, welcomed in the office and greeted in hallways by other staff. Their children were greeted and helped by older children. In some cases, the principal knew their name. In one case, the school staff, led by the secretary, designed a special jungle reading room for preschoolers and their parents. In another, older children in a leadership group attended as daily helpers and/or tutors. Some of the parents who were not from the school catchment area wanted to enrol in the school for the long-term. One school, with a history of declining enrolment, believed its unexpectedly large kindergarten registration was due, in part, to the attractiveness of the StrongStart program. It was obvious that where sites lacked this internal connectedness, parents view of the school was limited to the program itself. The variables affecting the internal connectedness in the school appeared to be: How the site was selected and introduced to the school by district staff The degree of leadership by the principal Commitment to the program Staff attitudes towards the program
StrongStart BC

The physical location The degree to which the facilitator was welcomed as an integral part of the school staff It is understandable that a program with a tentative one-year funding commitment may be difficult to integrate. If StrongStart remains a part of the school system, it is important that the degree of school integration should be seen as a vital issue.

Schools used to be in such a bubble; but now they realize that investing in preschoolers and their families might be really important to school success. (Coalition Member)
5. Connection to other community agencies Many sites reported that they had referred children with possible social, hearing, speech and language, and sight challenges to other agencies. This was most evident in the sites where there was a high degree of interconnectedness between community services and schools. Parents expressed gratitude at being able to meet other service representatives in a neutral site. Some sites have offered special presentations by other services as workshops out of hours or they have scheduled presentations in drop-in hours. This has been greatly appreciated. While there was considerable tension between childcare services and community groups before StrongStart was implemented, it appears to have dissipated in almost all communities. In some communities, there was acceptance that StrongStart was not a competitive program. In other communities active collaboration was developing. The research team will re-examine this issue in Stage 2. It is important for family services that the collaboration among services continues to evolve.

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Benefits to Schools and Communities

Information from Interviews The research team interviewed approximately seven staff at each siteincluding the kindergarten teacher, administrators at the school and district office, coordinators, counsellors, special education staff, co-located services, the StrongStart facilitator and any other staff that volunteered to be interviewed. All views are reflected in the following comments and many mirror the views of parents. 1. Location of program The choice of most sites was based on the Early Development Instrument (EDI) results with a focus on children with the greatest vulnerability. In some districts, space was not available in the preferred sites. In some districts, the decision was imposed. In others, the decision was collaborative. In at least one site, schools competed informally for the right to host the site. In low socio-economic areas, several sites had combined the StrongStart program with nutrition programs, counselling programs, parent education programs and partnerships with agencies such as Parks and Recreation for a coordinated intervention and support effort.

sionals were generally respected by school staff and considered to have unique early childhood expertise. In several of the sites, regular meetings were held between the learning-assistance teacher, the kindergarten teacher and the facilitator so the children entering kindergarten the next year could more easily adapt. Younger children were discussed with a view to referring them to other services at the earliest possible age if needs were identified. When asked what their hope would be if StrongStart were successful, kindergarten teachers said: Earlier interventions Caring, cooperative, self-disciplined children The ability to converse and share lives peacefully with others
Several believed a successful program would save

six months of socialization time in the kindergarten classroom. 3. Facilitators issues In some cases, the facilitator reported to someone outside the school. It is understandable in the short term because of the uniqueness of the program and related Ministry accountability. In the future, it will be necessary for the StrongStart facilitator to report to the principal in order to achieve the desired connection between the school and the community.

We need bridging people who can go out in the community and find the families that need their service. The facilitator has a limited number of hours a day and her focus is in the classroom. (Burnaby, Staff)
2. Staff relationships There were two types of relationships noted staff relationships and reporting relationships. The strongest programs were evident in schools where there were close links between staff. This occurred when the kindergarten teacher and the StrongStart facilitator shared resources and a sense of mutual professional respect evolved. In some sites, the facilitator did not yet appear to be an integrated part of the school staff, which resulted in a sense of isolation. The ECD profesStrongStart BC

Many facilitators reported working unpaid overtime to prepare the wide variety of materials offered at the sessions. Some facilitators have a second job to cover their costs. Given the number of families attending and the broad age-range of children, the team believes the number of facilitator hours should be increased or an assistant should be hired. Several districts hired a retired ECE teacher to support the facilitator at startup and during busy times of the year. This extra person enhanced the capacity to reach hard-toaccess families, and increased the facilitators planning and documentation time.

25

Securing substitutes was problematic in many Detailed attendance records sites. It was resolved in others by accessing re Parent/caregiver levels of satisfaction tired ECE professionals and sharing substitutes The kindergarten teachers view of the with Childcare Resource and Referral (CCRR) differences in children as they enter groups. In most sites, evaluation of the facilita school tor was not yet a consideration. In one site, a re Pre- and post- measures that indicate tired and experienced ECE professional provided child development the service. The team regarded this as important because it will reduce the facilitators sense of isolation and should result in improved perform- As previously stated, the program may require additional staffing to achieve these goals. ance and accountability. 4. The principals role The program was strongest in sites where the principal was actively involved. This is not surprising in that school leadership is known in the research to be important in school effectiveness and internal programs. The principals leadership resulted in close connections among staff, shared resources, creative school programming and facility solutions and greater satisfaction. Some principals expressed concern that they had little experience in early child development and felt unable to provide strong leadership. Several principals were praised for their efforts on behalf of the programdropping in every day to meet families, teaching music in the classroom, holding regular meetings with the facilitator to offer support, shopping for toys with the facilitator, and visiting the homes of new kindergarten registrants to encourage them to attend StrongStart first. It can be seen that school districts and the province should offer professional development for principals who could play a key role in implementing the program. Professional development for principals expected to undertake early learning programs would be welcome and is essential, in the opinion of the research team 5. Documentation For school programs to be effective for the long term, it is essential to demonstrate their effect on child outcomes. It was generally agreed that the program is still too young to achieve that, but it will be necessary to begin effective documentation now so that studies in the future can improve program development. Documentation should include:
StrongStart BC

6. Ownership of the program The team gradually realized that the program must be owned by the school system for StrongStart to be integrated into the school and community. This view was strengthened as the visits took place and interviews with parents and staff were conducted. In the one site where services were contracted outside the school district, the key players felt great dissatisfaction with communication and reporting issues in spite of a positive relationship and sincere efforts by all. Facilitators, in particular, said they needed to be directly connected to the inner workings of the school and school district in a formal way.

26

7. Coalition or steering committee membership for schools All sites took part in planning groups for broader community partnerships. It was apparent that this was an essential factor in building connections between StrongStart and the community. The team believed attendance by the principal at such meetings was highly desirable. Many suggested that if the school district sponsored professional development meetings for preschool instructors, the facilitator and kindergarten teachers it would encourage a coalition by building new relationships. Funding and facilitating the same individuals to visit and promote understanding between programs was also seen as highly desirable. In some sites, school trustees were active, informed participants in the planning process and this was highly valued.

Fire safety compliance Installation of lower sinks, shelves and toilets

Scheduling of access to school facilities such as the gymnasium, typically over scheduled already The research team was impressed that the 12 sites had established such popular programs and family relationships in a six-month period. They are all to be commended.

StrongStart offers moms and children a place where they are safe and warm, that is a supportive social environment where they can learn new activities and the importance of play. We badly need another adult in the room who can focus on how the parents are feeling and what they need from a social perspective, not just learning how to be with their children. Many of these parents have social and emotional needs. (Burnaby, Staff)
8. Facility issues Schools struggled with facility issues that they had never confronted before. These included: The placement of a bathroom for the program Safety issues about adult strangers in the school The installation of a proper, sanitized diaper change table Space for strollers
StrongStart BC

27

Section 5
STAGE 2: FORMATIVE EVALUATION
School Year 2007/2008

with current perceptions so that changes can be implemented in a timely fashion

Communicate promising practices to all pilots and to the Ministry of Education so that the learning process is continuous The HELP advisory committee met in July 2007 throughout Stage 2 (the Ministry may to consider the research teams report. The choose to extend this communication committee decided to continue with Stage 2 of process to all 85 sites through its the evaluation. The Committee proposed that own mechanisms) in Stage 2 the evaluation would be framed, designed and implemented as a formative program Encourage intersectoral knowledge evaluation rather than formal research. The de- transfer sign of the evaluation will be tailored, therefore, to the nature of the StrongStartBC (SSBC) pilot Raise awareness of the multiple needs of program, unique to British Columbia. The pur- early learners and their families pose of the evaluation will be to encourage the SSBC program to reach its full potential by creEvaluation Strategies ating a thoughtful, innovative design to encourage the implementation of the program in the Multiple strategies will be used and several republic education system. This process will link searchers will be employed because of the difthe research on early child development to the ferent circumstances of each site and the need Ministry of Educations goals for the program and to gather as much corroborating evidence as posthe most promising practices evolving in Strongsible. Strategies will build on those used in Stage Start. 1 and will include:

Stage 2 Objectives
The major objectives of Stage 2 of the evaluation will be to: Document the implementation of SSBC in 14 pilot sites in the second year of its implementation Capture and use the self-reported views, experiences, benefits and/or concerns of parents, caregivers, community intersectoral groups and staff Collect data based on the information from Stage 1 but design the Stage 2 processes so that future use of the data is maximized Compare program progress from Stage 1 through Stage 2 to identify areas of growth and/or problematic issues Meet with district staff to provide them
StrongStart BC

Pre- and post-surveys of parents Family self-reports through journaling Comprehensive and common attendance records Community connectedness charts Interviews Focus groups Structured classroom observations Strategies will include a focus on: Enhanced and consistent attendance record-keeping across sites for purposes of research objectives Interconnectedness within the school and community 28

 Quality of program development consistent with the latest theories in ECD Views of caregivers who attend frequently, infrequently and drop-out The facilitators capacity to model for parents Increased access to hard-to-reach families Increasing ability to document child development outcomes as self-reported by parents or otherwise Leadership at the school level

Final Report
The research for Stage 2 will be conducted during the 2007/2008 school year. The final report will be delivered to the Ministry of Education in September 2008.

Benefits? We all benefit. We get information about raising our kids, make new friends, see our children in action, learn new ways to play with our children, have quality time with them, can come late and go early, the music, I meet other Chinese women and I am not as lonely, I am learning how Canadians are they treat the children equally, they follow their kids. I used to think children should follow me. (Parent)

StrongStart BC

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