Early Learning Council October 21 2013 Project History amp Process BUILD training amp technical assistance grant October 2011 IL Leadership Team IDHS ISBE amp Gateways Proposal included QRS standards review assistance amp learning table ID: 797104
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Slide1
IL Early Childhood Diversity Initiative
Early Learning Council
October 21, 2013
Slide2Project History & Process
BUILD training & technical assistance grant October 2011
IL Leadership Team: IDHS, ISBE & Gateways
Proposal included QRS standards review assistance & learning table
Broadened the QRS focus to be more comprehensive
In tandem with RTTT & QRIS re-development
Slide3Project History & Process
1st stakeholders’ meeting February 2012: small; state agencies, Head Start, City of Chicago & BUILD project advisors, Aisha Raye & Luisiana Melendez
2
nd
stakeholder meeting July 2012: much larger; advocates, funders, key program organizations, ELC Committee Chairs, PDAC & Latino Policy Forum
Slide4Project History & Process
Guiding Principles document drafted from notes & comments of both meetings
Shared twice with July meeting attendees by end 2012
Shared with IAT April 2013 & ELC Exec Committee October 2013
Slide5Theoretical Starting Points
Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five (original & revisited/updated)
Early Childhood Systems Working Group system frames & elements
BUILD/Coffman System Framework Evaluation & Theory of Change
Slide6Diversity (Culturally &) Developmentally Appropriate Practices (BUILD)
Mono-Cultural
(Dominant Culture) World
Multi-Cultural World
Rich language and literacy environment
Rich language and literacy environment supporting dual-multiple language learning
Age-appropriate social
and emotional development
Age-appropriate race, language and culture identity development that values child’s culture and models respect for other cultures
Intentional learning environment/curriculum
Intentional learning environment in context and building on cultural backgrounds
Parent involvement
Family/village involvement
Skilled teachers
Teachers skilled in and reflecting the race, language, and culture backgrounds of children
Slide7Early Learning
Health, Mental Health and Nutrition
Family Support
Special Needs/ Early Intervention
Early care and education opportunities in nurturing environments where children can learn what they need to succeed in school and life.
Economic and parenting supports to ensure children have nurturing and stable relationships with caring adults.
Early identification, assessment and appropriate services for children with special health care needs, disabilities, or developmental delays
Comprehensive health services that meet children’s vision, hearing, nutrition, behavioral, and oral health as well as medical health needs.
State EC System:
Devd
. by Early
Childhood Systems Working Group
Slide8Families Supported
and
Children Thriving
Financing
sufficient to assure comprehensive quality services based on standards
Governance
to set policy direction for the comprehensive system
Provider /
practitioner support
to offer technical assistance and promote professional development
Standards
reflect effective practices, programs, & practitioners and are aligned across the system
Research &
development
includes cross-system data, planning, analysis, and evaluation
Monitoring
to track program performance and results based on standards
Communications
to inform families, providers, and the public
Core Elements of EC System:
Devd
.
by
Early
Childhood
Systems Working
Group
Slide9Evaluation and Self-Assessment Framework
CONTEXT
Successfully building a political context leads to resources
that
CONNECTIONS
Create better linkages between components
COMPONENTS
Establish effective programs and services
SCALE
The system can produce broad impacts for system beneficiaries
INFRA-STRUCTURE
Create supports that enable programs to operate effectively
From “
A Framework for Evaluating Systems Initiatives”
, Julia Coffman
www.buildinitiative.org
Slide10SCALE
INFRASTRUCTURE
CONNECTIONS
COMPONENTS
CONTEXT
Activities:
Improving the political context
so it produces the policy and funding changes needed to create and sustain
the system
Outcomes:
Recognition of system need
Policy changes
Political will
Public Engagement
Activities:
Establishing high-performance programs and services within the system that produce results for system beneficiaries
Outcomes:
New or expanded programs
Improved program quality
Activities:
Creating strong effective linkages across system components that improve results for system beneficiaries
Outcomes:
Shared goals, standards
Cross-system training
Referrals/follow-ups
Activities:
Developing the supports systems need to function effectively and with quality
Outcomes:
Cross-system governance
Leveraged use of funding
Mechanisms for two-way communication
Activities:
Ensuring a comprehensive system is available to as many people as possible so it produces broad and inclusive results
Outcomes:
System spread, depth, sustainability
Shifts in system ownership
Theory of Change
Menu for Systems Initiatives
From “
A Framework for Evaluating Systems Initiatives”
, Julia Coffman www.buildinitiative.org
Slide11Illinois Guiding Principles for Cultural & Linguistic Responsiveness
Vision
: In Illinois, we share a collective vision that each and every child will have early childhood experiences that promote healthy development that respects, promotes, and builds on their racial, ethnic, and other family backgrounds and experiences.
Slide12We Believe
Every individual is rooted in culture.The cultural groups within communities & families are the primary sources for culturally relevant programming.
Culturally relevant & diverse programming requires learning accurate information about the culture of different groups & discarding stereotypes.
Addressing cultural relevance in making curriculum choices is a necessary developmentally appropriate practice.
Slide13We Believe
Every individual has the right to maintain his or her own identity while acquiring the skills required to function in our diverse society.
Effective programs for children who speak languages other than English require continued development of the 1
st
language while the acquisition of English is facilitated.
Culturally relevant programming requires staff who both reflect & are responsive to the community and families served.
Slide14We Believe
Multicultural programming for children enables children to develop awareness of, respect for, and appreciation of individual cultural differences.
Culturally relevant & diverse programming examines & challenges institutional & personal biases.
Culturally relevant & diverse programming & practices are incorporated in all systems & services and are beneficial to all adults & children.
Slide15We Are Committed to
Early childhood professionals
who understand that developing a child’s first language supports the acquisition of a second language.
Early childhood
classrooms
that embrace and include a rich range of diversity, allowing all to learn from it, and enhancing all children’s learning and development.
Teacher preparation programs
that incorporate the individual and unique needs of each child and families and the experiences they bring to the classroom.
Slide16We Are Committed to
Culturally responsive and diverse
programming
that incorporates all types of diversity, including but not limited to: gender, culture, language, ethnicity, ability, race and economic status.
Policy interpretation
that reinforces families and communities as children’s first teachers.
Diverse state and local organizations and agencies
that are meaningfully responsive to each and every child and family they serve.
Slide17We Will Act to
Enable professionals
to incorporate the authentic language & culture of the children & families they serve.
Increase
professional development
opportunities & resources addressing all types of diversity, including understanding stereotypes & biases.
Increase all types of diversity content in
teacher preparation programs
.
Slide18We Will Act to
Increase & enhance teacher preparation practicum experiences
in diverse settings.
Promote practices in
classrooms & programs
that incorporate & address the diverse needs of children.
Use an “all types of diversity” lens whenever we
develop & implement policy
,
staff
our agencies/organizations &
evaluate
our programming, systems & services.
Slide19Illinois Guiding Principles for Cultural & Linguistic Responsiveness
Next Steps
Adopt & distribute the document
Embrace in all of our organizations
Share with staff and add your own “We Will Act to” statements
Training
Other Ideas
Slide20For they are all our children. And we will all profit by, or pay for, whatever they become. --James Baldwin