il early childhood diversity initiative
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IL Early Childhood Diversity Initiative. Early Learning Council October 21, 2013. BUILD training & technical assistance grant October 2011 IL Leadership Team: IDHS, ISBE & Gateways Proposal included QRS standards review assistance & learning table - PowerPoint PPT PresentationTRANSCRIPT
IL Early Childhood Diversity Initiative
Early Learning CouncilOctober 21, 2013
Project History & ProcessBUILD training & technical assistance
grant October 2011IL Leadership Team: IDHS, ISBE &
GatewaysProposal included QRS standards
review assistance & learning tableBroadened the QRS focus to be more
comprehensiveIn tandem with RTTT & QRIS re-
development
Project History & Process1st stakeholders’ meeting February 2012:
small; state agencies, Head Start, City of Chicago & BUILD project advisors, Aisha Raye & Luisiana Melendez
2nd stakeholder meeting July 2012: much larger; advocates, funders, key program organizations, ELC Committee Chairs, PDAC & Latino Policy Forum
Project History & ProcessGuiding 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
Theoretical Starting PointsMulticultural 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
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 socialand 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
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
Families Supported and
Children Thriving
Financingsufficient to assure
comprehensive quality services based on standards
Governanceto set policy direction for the
comprehensive systemProvider / 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
Monitoringto track program performance and results based on
standards
Communicationsto inform families,
providers, and the public
Core Elements of EC System: Devd. by Early Childhood Systems Working Group
Evaluation and Self-Assessment Framework
CONTEXTSuccessfully building a political context leads to
resources that
CONNECTIONSCreate better
linkages between
components
COMPONENTS
Establish effective programs
and services
SCALEThe system can produce
broad impacts for system
beneficiaries
INFRA-STRUCTU
RECreate
supports that enable programs to
operate effectively
From “A Framework for Evaluating Systems Initiatives”, Julia Coffman www.buildinitiative.org
SCALEINFRASTRUCTURE
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
Illinois Guiding Principles for Cultural & Linguistic
ResponsivenessVision: 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.
We BelieveEvery 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.
We BelieveEvery 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 1st language while the acquisition of English is facilitated.
Culturally relevant programming requires staff who both reflect & are responsive to the community and families served.
We BelieveMulticultural 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.
We Are Committed toEarly 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.
We Are Committed toCulturally 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.
We Will Act toEnable 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.
We Will Act toIncrease & 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.
Illinois Guiding Principles for Cultural & Linguistic
Responsiveness
Next StepsAdopt & distribute the documentEmbrace in all of our organizationsShare with staff and add your own “We
Will Act to” statementsTrainingOther Ideas
For they are all our children. And we will all profit by, or pay for, whatever they become.
--James Baldwin