LINC Overview

1. Effective Policies and Practices to Create an Aligned Systems Approach Between Early Learning Programs, Health and Human Services, and K-12 School Systems Presentation at the Edward Zigler Midwest Research Institute March 6, 2012 Lisa Hood & Erika Hunt Center for the Study of Education Policy, Illinois State University A Project Sponsored by the McCormick Foundation

2. LINC Overview • Purpose: To identify potential barriers to developing and sustaining a seamless learning continuum and to identify policies and strategies with which education leaders from early childhood and schools can effectively coordinate the two systems. • Phase 1: • LINC Advisory Group • LINC Curriculum Module for early childhood and school leadership preparation and professional development • Phase 2: P-12 Effective Practices Study • Phases 3 & 4: Principal and Teacher Preparation Program Redesign “While research and common sense tell us that learning is a continuum, we too often retreat into silos that are reinforced by funding streams and institutions. This project will allow us to step out of those silos and think about learning and leadership more holistically.” --Sara Slaughter, Director of the Education Program for the McCormick Foundation

3. Why Is This Important? • Research has identified the unique span of learning from birth to age 8 as a prime area of development for children. • 85% of brain development happens before age 5, according to the Education Commission of the States. • Brain architecture is based on circuits building on circuits and skills on skills. • Children not reading by third grade face a 90% chance of dropping out of high school.

4. Fade Out and Investments Lost • A PreK-3 system allows children to maintain and expand upon the gains they make in early childhood education. • PreK-3 alignment serves as a method of preventing fade out effects. • Investments in PreK-3 systems have shown to provide significant economic returns. • In a comparative study of economic returns of early learning models it was found that Chicago’s PreK-3 system (CPCs) provide a $8.24 return on every dollar invested based on increased earnings and tax revenues and decreased funding to criminal justice system of children. (Grantmakers for Education, 2007 ; New America Foundation, 2006; Manvell et al., 2011; Reynolds, Temple, White, and Ou, 2011)

5. Definition of a Learning Continuum An effective learning continuum that spans the learning experiences from birth to beyond ensures continuity in children’s experiences as they move from one care and education setting to another.

6. Moving Toward a Vision of What a Seamless Learning Continuum Could Be • Alignment of curriculum, instruction, and assessment across developmental levels and grades. • Alignment of professional development activities and coordinated learning experiences for teachers and early childhood professionals. • Greater articulation between and across grades and developmental levels. • Common vision, understanding, and supports that align effective practices from early learning and K-12 schools. • Wraparound services that include extended school experiences for children before and after school, summer enrichment, and health/human services.

7. Organizations That Have Formally Recognized PreK-3

8. Federal Supports • Early Learning Challenge Grants (http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/index.html) • Race to the Top (http://www2.ed.gov/programs/racetothetop/index.html) • IES Statewide Longitudinal Data Systems Grant Program (http://nces.ed.gov/programs/slds/stateinfo.asp) • Promise Neighborhoods (http://www2.ed.gov/programs/promiseneighborhoods/index.html)

9. Continuum of Learning Act of 2011 • Have states review and revise their K-3 standards as needed to ensure they cover all the areas of development and learning. • Promote joint professional development between schools and community-based early childhood education programs. • Provide professional development for elementary school principals. • Require states to create teaching certificates that reflect the specialized knowledge and skills of teaching young children. • Strengthen collaborations between community-based early childhood programs and schools for more effective and supportive transitions for young children.

10. Principal Preparation Redesign • The LINC Advisory Group recommendations influenced the content of P.A. 096-0903 which was passed by the Illinois legislature creating a P-12 principal endorsement. • Rules associated with this legislation require all Illinois Principal Preparation Programs to redesign according to a new criteria, one of which is including early learning content into the curricula. • For more information see: www.illinoisschoolleader.org

11. Curriculum Module Development • August 2009 - three focus groups (n=21) with teachers and administrators in early learning and K-12 • Discussion with faculty from University of Illinois at Chicago • Purpose of focus groups • Focus group participants answered the following questions: • What key early learning and learning continuum concepts/ideas make a difference in student success? • What skills and knowledge do EC/K-12 leaders need in order to facilitate smooth transitions? • What are some logical lesson topics for consideration to be included in the curriculum module?

12. Skills/Knowledge Most Cited • Build strong relationships with families and the community and know about how cultural differences influence family involvement; • Know human developmental milestones across the continuum from birth to adults; • Know about developmentally appropriate practices to meet the developmental and learning needs of all students across the continuum; • Use multiple sources of data, including an aligned set of assessments, to improve programs and instructions, and ease students’ transitions from one care and education setting to the next; and • View early childhood, elementary, middle, and secondary schooling as one system—a continuum.

13. Structure of LINC Module Content

14. LINC Early Childhood Director and Principal Survey (2008) • Surveys to early childhood program directors and elementary school principals • Surveys sent to 1,753 childcare center directors stratified by location and city population. • 205 responses from early childhood program directors (12% response rate) • Surveys sent to all 2,628 elementary education principals • 403 responses from elementary principals (15% response rate) • Delphi surveys data gathering of expert advisory committee members.

15. Findings: Policies and Practices of Early Childhood Program Directors

16. Findings: Most Common Policies and Practices of Elementary Principals

17. Findings: Least Common Policies and Practices of Elementary Principals

18. Learning Continuum Practices More Often Practiced by Principals with Pre-K Programs

19. Barriers to the Learning Continuum

20. P-3 Effective Practices Study • National (and Canada) study on P-12 learning continuum programs to identify effective practices in aligning systems. • Goals: • Identify and describe best practices in P-12 alignment; • Define the role of leaders in facilitating and sustaining the continuum; • Recommend policies and practices to leaders to develop and foster a P-12 learning continuum

21. P-3 Effective Practices Study • Research Questions • What is the context and nature of the linkages and partnerships between early learning providers and K-12 schools? What are the promising alignment and coordination practices implemented? • How are the early learning program directors and elementary school principals facilitating and sustaining the alignment of the P-12 learning continuum? • 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 learning continuum?

22. P-3 Sites • Hawaii • Pennsylvania • Ontario, Canada • Other local sites • University of Chicago • Erikson New Schools Initiative • Child Parent Centers

23. Hawaii • Sample: • 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 • P-3 joint professional development and planning meetings • Data sharing between early learning programs and Kindergarten teachers • P-3 advanced certification program for teachers

24. Web Site: http://www.p20hawaii.org/early_learning.php

25. Pennsylvania • Sample: • State Department of Education staff • Local school practitioners • University faculty • Community Engagement Coordinators • 2 P-3 sites: • Pottstown School District PEAK program • 1 large urban school district (TBD) • Policies and Practices • Community engagement groups • P-20 aligned data system • Aligned standards, curriculum, and assessments • Joint professional development across grades

26. Web Site: http://www.peakonline.org/

27. Ontario, Canada • Sample: • Provincial Ministry of Education staff • University researchers • Municipal leaders • 2 P-12 sites: • 1 school board near Toronto • 1 regional offices near Toronto • Policies and Practices • Early Years and Best Start Initiatives • Full-day Kindergarten co-taught by EC and K teacher • Play-based curriculum aligned with early learning and K-12 school • Comprehensive services prenatal to age 12 • Neighborhood hubs • Family resource centers

28. Web Site: http://www.ourkidsnetwork.ca/Public/Home.aspx

29. University of Chicago Birth to College • Partnership between University of Chicago Urban Education Institute (UEI) and the Ounce of Prevention Fund (the Ounce) • Vision is to “. . . build a model of public education for children and their families that begins at birth and creates success in school, college, and life.” • http://uei.uchicago.edu/news/videos/case-study-working-together-build-birth-college-approach-public-education

30. Erikson New Schools Project • Targets five key elements of PreK–3rd: • Caring, inclusive classroom learning communities • High-quality teaching that is intellectually challenging • Responsive practices and comprehensive curricula that support the development of the whole child, including the social-emotional skills necessary for high levels of learning • Continuous assessment to guide teaching and learning • Family and cultural connections • http://www.erikson.edu/PageContent/en-us/Documents/Erikson-New-Schools-Project-Brief.pdf

31. Child Parent Centers • Established in 1967 using Title 1 funds • Originally 25 CPCs, now only 10 • Cuts in CPC sites can be attributed to shifting priorities in funding and changing demographics of the neighborhoods served by CPCs • Lack of support among principals has made existing ones more preK-focused • University of Minnesota recipient of i3 grant to expand CPC program in three states

32. Implications for Head Start • Strategies needed to get the work started • Planning grants • Use of facilitator • Needs assessment • Partnership commitments are critical • Fiscal contributions • Use of data to help each partner fit in the scope of the work • Tap into existing structures/services where possible • Leadership support is key • Work needs to occur systemically and get to the core not just the surface • Standards, curriculum, training and development, data and assessment • Alignment of governance systems and processes

33. Implications for Head Start • Many current state reforms pave an easier pathway for this work in Illinois • P-20 Data Longitudinal System • P-12 Principal Endorsement • Senate Bill 1799 • Kindergarten Individual Development Survey • New Illinois School Report Card • Promise Neighborhoods/Community Schools • Needs to reflect an integrated system (not just a collaborative structure)

34. Implications for Head Start • Documentation and data provide leverage and buy-in • KIDS developed early a vision (framework), documented progress (report card and partnership self-assessment tool) and held themselves accountable to results (results based accountability tool) • Embrace push up/push down concept as a way to create a sharing and learning community of practice • The work is ever-evolving • “needs to be on-going. Has to be organic and continuously defined. Can never say I’m done”.

36. For More Information For more information about the LINC project, contact: Lisa Hood lhood@ilstu.edu Erika Hunt elhunt@ilstu.edu Website http://leadershiplinc.illinoisstate.edu/