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HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20 ENVIRONMENT? Lisa Hood, Center for the Study of Education Policy

HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20 ENVIRONMENT? Lisa Hood, Center for the Study of Education Policy

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Page 1: HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20 ENVIRONMENT? Lisa Hood, Center for the Study of Education Policy

HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20

ENVIRONMENT?

Lisa Hood, Center for the Study of Education Policy

Page 2: HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20 ENVIRONMENT? Lisa Hood, Center for the Study of Education Policy

Disadvantages of a Fragmented Systems of Education Disconnected to Families and Communities

• Quality experiences gained in early childhood settings can be lost if not followed by consistent quality experiences in elementary school

• ‘Fade out’ research shows that cognitive development and learning for at-risk students wash out overtime if not supported by a quality elementary education experience

• Decades of research show that family and community engagement leads to increased student achievement, improved social skills and behavior, and increased likelihood for graduation

Page 3: HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20 ENVIRONMENT? Lisa Hood, Center for the Study of Education Policy

Emerging Trends in Education

P-3 Initiatives Learning Continuum Integrated Systems

Page 4: HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20 ENVIRONMENT? Lisa Hood, Center for the Study of Education Policy

P-3: Definition (Kaurez, 2008)

A vision for early learning that transcends traditional boundaries of early care and education (ECE) and elementary school, embracing programs and services children experience before they enter school (Pre-school) through the 3rd grade.

Page 5: HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20 ENVIRONMENT? Lisa Hood, Center for the Study of Education Policy

Examples of P-3 Initiatives in Illinois

Child Parent Centers Birth to Eight Project at the University of Chicago

Urban Education Institute Ounce of Prevention Fund (EDUCARE)

Erikson Institute New Schools Initiative

Page 6: HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20 ENVIRONMENT? Lisa Hood, Center for the Study of Education Policy

P-3 Approaches to Policy

NAEYC definition of early childhood spans the education and care of children birth to age 8

U.S. DOE Office of Early Learning (within Office of Elementary & Secondary Education) will support a birth through age eight continuum of early childhood education

Illinois Early Learning Council “committed to universal access for all children birth to age eight, to high quality programs and services”

Page 7: HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20 ENVIRONMENT? Lisa Hood, Center for the Study of Education Policy

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.

Page 8: HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20 ENVIRONMENT? Lisa Hood, Center for the Study of Education Policy

Moving Toward a Vision of What a Seamless Learning Continuum Could Be

Alignment of curriculum and instruction across developmental levels and grades

Alignment of professional development activities and coordinated learning experiences for teachers and childhood professionals

Greater articulation between and across grades and developmental levels

Wraparound services that include extended school experiences for children before and after school

Page 9: HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20 ENVIRONMENT? Lisa Hood, Center for the Study of Education Policy

Integrated Systems Approach

Multi-agency partnerships and coordinated planning and delivery of services. Community Schools Model Toronto’s First Duty Pennsylvania Office of Child Development and Early

Learning Services for children birth to age 5 Jointly overseen by the Department of Public Welfare and

the Department of Education Illinois – as written into Early Childhood RTTT grant

Page 10: HOW DO WE MEET THE CONTEXTUAL CHALLENGES OF THE CHANGING P-20 ENVIRONMENT? Lisa Hood, Center for the Study of Education Policy

HOW DO WE PREPARE PRINCIPALS WITH THE KNOWLEDGE AND SKILLS TO

LEAD SCHOOLS WITHIN EXPANDED EDUCATION ENVIRONMENTS?