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IL Early Childhood Diversity Initiative IL Early Childhood Diversity Initiative

IL Early Childhood Diversity Initiative - PowerPoint Presentation

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IL Early Childhood Diversity Initiative - PPT Presentation

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

system amp early children amp system children early language programs development systems diverse culture programming learning cultural families services

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Slide1

IL Early Childhood Diversity Initiative

Early Learning Council

October 21, 2013

Slide2

Project 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

Slide3

Project 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

Slide4

Project 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

Slide5

Theoretical 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

Slide6

Diversity (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

Slide7

Early 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

Slide8

Families 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

Slide9

Evaluation 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

Slide10

SCALE

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

Slide11

Illinois 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.

Slide12

We 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.

Slide13

We 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.

Slide14

We 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.

Slide15

We 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.

Slide16

We 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.

Slide17

We 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

.

Slide18

We 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.

Slide19

Illinois 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

Slide20

For they are all our children. And we will all profit by, or pay for, whatever they become. --James Baldwin