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A project funded by the McCormick Foundation

A project funded by the McCormick Foundation

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A project funded by the McCormick Foundation

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  1. Policies, Practices, and Leadership to Create Aligned and Integrated P-12 Learning Systems in Two States and Ontario Erika Hunt and Lisa Hood Center for the Study of Education Policy Illinois State University A project funded by the McCormick Foundation

  2. Leadership to Integrate the Learning Continuum (LINC) • Supporting leaders in early childhood and K-12 to develop and nurture a seamless learning continuum centered on children's learning and development • Website: www.leadershiplinc.ilstu.edu

  3. Research Questions • What is the context and nature of the linkages and partnerships between early learning providers and (P)K-12 schools involved in the collaboration? What are the promising alignment and coordination practices currently implemented? • What are the most current issues and barriers to creating a seamless learning continuum? • What actions do practitioners recommend that would facilitate their efforts to develop and sustain a P-12 learning continuum? What federal, state, and local policies would eliminate current barriers to an effective P-12 continuum?

  4. Research Design • Case study of 3 state/provincial systems of P-12 programs – Hawaii, Pennsylvania, and Ontario • Interviews with staff at state/provincial departments of education • Educators in local P-12 programs • Observations • Walkthroughs in classrooms • Document review • Policy, practice, and research documents related to P-12 programs

  5. Hawaii • Sample: • State coordinator, State Department of Education staff, private funder, university faculty, early learning policy organization • 2 P-3 sites: • Wai’anae • Ferrington Complex • Policies and Practices • Culturally based programs • Comprehensive services for birth to age 5 • P-3 joint professional development and planning meetings • Data sharing between early learning programs and kindergarten teachers • P-3 advanced certification program for teachers

  6. Pennsylvania • Sample: • State department of education staff, local school practitioners, university faculty, community partners • 1 P-3 site: • Pottstown School District PEAK program • Policies and Practices • Integrated state system between early learning and welfare • Office of Child Development and Early Learning (OCDEL) • Working on P-20 aligned data system • Aligned standards, curriculum, and assessments • Comprehensive birth to age 5 supports

  7. Ontario, Canada • Sample: • Provincial Ministry of Education staff, university researchers, municipal leaders • 2 P-12 sites: • PEEL school board • Halton Region (Our Kids) • Policies and Practices • Integrated Services Concept • Comprehensive services prenatal to age 18 (e.g., neighborhood hubs, early years centres) • Integrated Systems Concept • Integration of early learning office into Ministry of Education • Full-day Kindergarten co-taught by EC and K teacher • Folding all models of early childhood into domain of school boards

  8. Halton Region, Ontario • Longevity • Governance Structure • Report Card Based on Developmental Assets • Results Based Accountability • Effective Implementation of Province-wide Initiatives

  9. Promising Alignment and Coordination Practices • Comprehensive early learning services for birth to age 5 • Partnerships with families • Cross-sector collaboration for alignment and data-sharing • Joint professional development • Workforce development • Systems Integration

  10. Issues and Strategies to Creating a Seamless Learning Continuum • Different approaches, philosophies, and beliefs • Planning and readiness work • Push up/push down approach • Joint accountability and ownership • Training for principals and teachers to work across sectors • Full day kindergarten taught by early learning and elementary teachers • PreK-3 graduate certificate

  11. Issues and Strategies to Creating a Seamless Learning Continuum Cont’d… • Funding • Private funders • Integrated services • Governance • Ontario and Halton Our Kids • Child Development and Early Learning (OCDEL)

  12. Actions to Facilitate and Sustain a P-12 Learning Continuum • Role of leadership • Tie between state/province and local interplay • Systems integration to coordinate standards, data, funding, and accountability • Most notable in Ontario

  13. Contact Information For more information about the results of this study, contact: Erika Hunt elhunt@ilstu.edu Lisa Hood lhood@ilstu.edu