Nevada’s Early Childhood Summit unites educators, families and leaders in support of young learners – University of Nevada, Reno

Report on the Nevada Early Childhood Summit: Aligning with Sustainable Development Goals

Advancing SDG 4: Quality Education through Collaborative Action

A summit titled “Early Childhood Summit: One Voice, One Future” was convened in Stateline, Nevada, on September 3-4. The event, hosted by the Nevada Center for Excellence in Disabilities (NCED) at the University of Nevada, Reno, and its partners, focused on strengthening Nevada’s commitment to its youngest learners. This initiative directly supports Sustainable Development Goal 4 (Quality Education), particularly Target 4.2, which aims to ensure all children have access to quality early childhood development, care, and pre-primary education.

• The summit provided a platform for professional learning and collaboration to improve educational outcomes for young students.
• Sessions led by national experts and local leaders focused on sharing actionable strategies and resources to enhance the quality of early childhood education.
• A primary objective was to foster inclusive classrooms and coordinated services, recognizing that early intervention is critical in shaping a child’s educational trajectory.
• Discussions centered on setting children up for future success through best practices in early education.

Promoting SDG 10: Reduced Inequalities in Early Childhood Systems

The summit placed significant emphasis on inclusion and equitable access, aligning with SDG 10 (Reduced Inequalities). The core theme was to build a unified system that supports all families, including those with children requiring special education services and those in geographically isolated areas.

• The event was co-hosted by entities including the Office of Comprehensive Student Services and IDEA Part C, which are vital to supporting children with disabilities.
• A key topic was the development of inclusive practices, with discussions led by experts such as Dr. Julie Causton.
• Special attention was given to the challenges faced by rural communities. For instance, representatives from Esmeralda County noted the summit provided guidance to shift from a reactive to a proactive model for delivering necessary services to children aged zero to three.
• The principle of building systems that “meet families where they are” was a central tenet, reinforcing the commitment to equitable support for all.

Fostering SDG 17: Partnerships for a Cohesive Future

The structure and execution of the summit served as a model for SDG 17 (Partnerships for the Goals). The event successfully brought together a wide range of stakeholders to break down administrative silos and foster a collaborative environment for the benefit of children and families.

• Key Collaborating Partners:
  • Nevada Center for Excellence in Disabilities (NCED)
  • Office of Comprehensive Student Services
  • Office of Early Learning and Development
  • Preschool Development Grant Birth through Five
  • IDEA Part C (Aging and Disability Services Division)
• Diverse Stakeholder Participation:
  • Educators and Paraprofessionals
  • Policymakers and Administrators
  • Families and Advocates
  • National and Local Experts
• The theme, “One Voice, One Future,” explicitly promoted the idea that cross-sector collaboration multiplies the effectiveness of individual efforts, creating a seamless support system for families who navigate multiple services, not separate systems.

Summit Outcomes and Future Implications

The summit was designed not merely to share information but to inspire action and build a foundation for sustained progress. The outcomes reflect a strengthened collective commitment to Nevada’s early childhood development framework.

1. Strengthened Networks: The event successfully closed a gap in communication by bringing Nevada’s community partners together, allowing for direct connection-building and resource sharing.
2. Enhanced Professional Capacity: Participants left with practical tools, strategies, and a renewed sense of purpose and support for their work in workforce development, family engagement, and inclusion.
3. Reaffirmed Commitment: The gathering reaffirmed a statewide commitment to providing the strongest possible start for Nevada’s youngest learners through a more inclusive and coordinated system.
4. Empowered Communities: Attendees reported feeling more valued, appreciated, and better prepared to implement best practices within their local programs and schools.
5. Shaping Future Policy: The conversations and partnerships initiated at the summit are expected to continue influencing the development of classrooms, policies, and services across the state.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on the Early Childhood Summit in Nevada addresses and connects to several Sustainable Development Goals (SDGs) by focusing on inclusive and quality education for young children, reducing inequalities, and fostering partnerships to achieve these goals. The primary SDGs identified are:

• SDG 4: Quality Education – The core theme of the summit is improving early childhood education, special education, and inclusion for Nevada’s youngest learners.
• SDG 10: Reduced Inequalities – The summit specifically addresses the needs of children with disabilities and those in rural communities, aiming to provide them with equal opportunities and support.
• SDG 17: Partnerships for the Goals – The article emphasizes the collaborative nature of the summit, bringing together diverse stakeholders to create a unified and effective early childhood system.

2. What specific targets under those SDGs can be identified based on the article’s content?

SDG 4: Quality Education

1. Target 4.2: “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.”
   • Explanation: The entire summit is dedicated to Nevada’s “youngest learners” and strengthening the “early childhood system.” It focuses on early intervention and setting children up for success, which directly aligns with providing quality early childhood development and care.
2. Target 4.5: “By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.”
   • Explanation: The article highlights discussions on “inclusion” and “early childhood special education.” The mention of families sharing stories about “inclusive classrooms” and the focus on providing services for children with disabilities demonstrate a clear connection to ensuring equal access for vulnerable children.
3. Target 4.c: “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.”
   • Explanation: The summit itself serves as a platform for “workforce development” and “professional learning.” By bringing in “nationally recognized experts” and providing educators with “strategies, resources and a renewed sense of partnership,” the initiative aims to improve the qualifications and support for educators, which is the core principle of this target.

SDG 10: Reduced Inequalities

1. Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.”
   • Explanation: The summit’s focus on building a “more inclusive and coordinated early childhood system” directly supports this target. By concentrating on special education and coordinated services, the initiative works to ensure that children with disabilities are not left behind and are fully included in the educational system from the earliest age.
2. Target 10.3: “Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard.”
   • Explanation: The article points out the specific challenges faced by “rural communities” like Esmeralda. The summit provided an opportunity for these communities to “become proactive rather than reactive” in supporting children. This effort to strengthen supports and ensure rural children have access to the same “best practices” is an action aimed at ensuring equal opportunity and reducing inequalities of outcome based on geographic location.

SDG 17: Partnerships for the Goals

1. Target 17.17: “Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.”
   • Explanation: The article describes the summit as a collaborative effort involving “Educators, policymakers, families and advocates.” It was hosted by multiple state and university entities, including the Nevada Center for Excellence in Disabilities, the Office of Comprehensive Student Services, and the Office of Early Learning and Development. This multi-stakeholder partnership model, designed to “break down silos” and “align systems,” is a perfect example of the action promoted by Target 17.17.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

While the article does not provide quantitative data, it mentions or implies several qualitative and process-based indicators that can be used to measure progress.

Indicators for SDG 4 Targets

• Indicator for Target 4.2: The level of access to early intervention services for children aged zero to three. This is implied by the concern from the Esmeralda community about not regularly having “zero to three aged students coming in with services needed” and the summit’s goal to address this proactively.
• Indicator for Target 4.5: The prevalence and impact of “inclusive classrooms” and “coordinated services” for children with disabilities, as measured by family testimonials and educator feedback.
• Indicator for Target 4.c: The number of educators, paraprofessionals, and administrators participating in professional learning opportunities like the summit, and their self-reported feelings of being “better prepared and supported.”

Indicators for SDG 10 Targets

• Indicator for Target 10.2: The degree to which families and community members feel “valued, appreciated and seen,” as expressed by conference attendee Tracie Lansford. This reflects the success of inclusion efforts.
• Indicator for Target 10.3: The strengthening of support systems and resources in rural communities. Progress could be measured by the ability of rural districts to move from being “reactive” to “proactive” in providing services.

Indicators for SDG 17 Targets

• Indicator for Target 17.17: The level of collaboration and system alignment among different partners. The article points to the goal of creating a “vision of collaboration that breaks down silos, aligns systems and provides seamless support for families” as a key measure of success.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article.

Source: unr.edu