We are not at full altitude yet. It's certainly not time to take off your seat belts! But after you review current progress on the following initiatives, you may agree, this is a landmark year for the future of early childhood in Alaska.

At the closing panel of our conference in March, panelists discussed each of these initiatives. Over 70 participants took the time to write down which initiative they feel would have the greatest long term impact on positive change for programs, children, and families. Here is a brief summary of each, starting with the highest number of "votes." *

Not mentioned here is the Ready to Learn, Ready to Read Governor's task force, chaired by Nancy Murkowski. Members of the task force include influential business and policy leaders from across the state, who have been meeting with state and national early childhood experts monthly. They will announce their recommendations for early childhood in Alaska later this summer. Having the focus and high level interest is another sign of the building momentum in our state.

1. Strengthening Families:
There is a growing awareness across the nation of the vital role early childhood programs play in supporting families, and reduce child abuse and neglect. Alaska is one of seven states chosen to pilot strategies to strengthen parenting skill, increase knowledge of child development, build social support networks among parents, and link families to community resources. Directing funding to child care programs is proven to be cost effective as well as leading to long term outcomes such as school readiness. For more information: www.cssp.org, or shirley_pittz@health.state.ak.us

2. Alaska AEYC and Alaska SEED convergence and growth:
Two of Alaska's leading organizations that work on behalf of young children are joining together to build a stronger alliance. The Alaska SEED council, based at the University of Alaska, has made great strides in professional development alignment and access. Through a federal Dept. of Education grant, training and education initiatives such as ROOTS awards, CDA preparation, and support for AA and BA degrees in early childhood have been supported. Other accomplishments include a website, development of a registry database for professional development, and support for an economic impact study of the early childhood workforce.

As the Alaska SEED grant funds enter the final year, projects are transitioning to Alaska AEYC, with start up funds for an office and executive director provided by the Alaska SEED grant. The new Alaska AEYC board of directors will be a blend of leadership from each of the two groups.

Alaska has strong local AEYC affiliate in Anchorage, Fairbanks, and Southeast Alaska, and a strong link to the National office in Washington D.C. By combining both groups over the coming year, the result will be a greater voice for policy change in Alaska, and representation of Alaskan interests on a national level. For more information: www.akaeyc.org and http://seed.alaska.edu

3. Early Learning Guidelines:
Forty two other states have also completed their Early Learning Guidelines. Alaska formed a statewide committee, which met for two years of intensive discussion and thought around what children need to learn in the early years. This is a federal requirement as part of the Good Start, Grow Smart mandate. Modeled after the state of Washington guidelines, five domain areas are coverd, and are a helpful tool for teachers looking at curriculum, for parents to understand their vital role as their child's first teacher, and for policy makers. The guidelines will be available on the www.eed.state.ak.us website, under special education.

4. Economic Impact Study:
Most states have completed, or are in the process of completing an economic impact study to quantify the impact of the early childhood workforce on the economy, along with the return on investment for early intervention and high quality programs, and the support of working parents. The information has been striking, and has led to a surge in private public partnerships and support for early care and learning. The McDowell Group is completing the study for Alaska, and results will be released in late summer or early fall of 2006. Check the Alaska AEYC and Alaska SEED websites for a summary of results at that time. To see a summary of other states and national data, go to: www.government.cce.cornell.edu and follow the child care economic impact link.

5. Early Childhood Comprehensive Systems:
What can be done on a statewide level to improve children's access to health care, quality child care, and parent support and education? A statewide "think tank" has been working on each of these aspects of early childhood to come up with recommendations. Alaska is now beginning two years of implementing these recommendations. For a copy of the plan, email shirley_pittz@health.state.ak.us

6. Professional Registry, and Salary supplements linked to education levels:
Alaska has a 46% turnover rate in child care programs. One strategy used to increase retention and encourage higher education levels in the field is to provide salary supplements based on credentials. The higher the degree of early childhood teacher, the greater the gap in salary compared to school district and other employment options. North Carolina, along with over 15 communities, regions, and states, offers salary supplements of up to $5,000 per year for an early childhood teacher with a bachelors' degree. This has reduced their annual turnover rate from 32% to 11%.

Alaska has offered statewide ROOTS awards, Retaining Our Outstanding Teaching Staff for the past three years, at approximately 10% of the North Carolina rates - up to $600 per year for a bachelor or masters degree. This provides recognition, and the system for distribution of awards. Alaska has developed a statewide registry to track professional development of Head Start and Child Care teachers, operating through the Child Care Resource and Referral agencies. Contact www.childcareconnection.org for more information.

7. Universal Voluntary Pre-K:
Alaska is one of 11 states that does not have a state sponsored pre-K program. Oklahoma has over half of all three and four year olds participating in their pre-K program. Most states are enhancing the existing community based early care and education system, in combination with offering classroom space within elementary schools. This increases the current parent choice options.To qualify as a pre-K program most states require well educated teachers, low ratios, and strong family involvement. For information on the Pre-K movement across the nation, go to www.preKnow.org

8. Quality Enrichment / Quality Rating:
As of March 2006, twelve states are operating a state-wide quality rating system, similar to the five star hotel and restaurant rating system. This is in response to findings from multiple national studies including the RAND corporation, that less than 13% of child care in the nation meets standards for high quality.

Alaska is piloting a quality enrichment project with 120 classrooms across the state. In addition to nationally credentialed trainers completing pre and post observations using the Early Childhood Environmental Rating Scale, equipment grants and consultation are provide to boost the quality based on the assessments. Quality Rating Systems provide targeted support to programs, consumer education to parents, and measurable outcomes to funding sources. For more information on state quality rating systems, visit the National Child Care Information Center, www.nccic.org website.

9. Statewide E-Learning for CDA training:
Access to child development training is about to get a whole lot easier for early childhood educators. With Alaska SEED funds, AEYC in Southeast Alaska is developing interactive e-learning modules leading to a child development associate credential. Participants will be supported by their immediate supervisor, an early childhood trainer, and their cohort group of 12-15 other early childhood educators. For more information email: jlyon@aeyc-sea.org

* If participants listed more than one initiative, the vote was divided and counted under both categories. This is by no means a reliable and valid scientific survey!