A Project Sponsored by the McCormick Foundation Lisa Hood Erika Hunt Center for the Study of Education Policy Illinois State University Presentation at the LINC Technical Workshop April 25, 2011

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 Phase 2: P-12 Effective Practices Study

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.

Benefits of Early Learning Academic Argument – Improved outcomes in elementary schools (e.g., higher achievement test scores; reduced need for special education services, and lower grade retention rates) – Improved outcomes in later education (e.g., higher rates of school completion, higher rates of degree attainment Economic Argument – High returns on early investments – For every dollar invested in preschool programs we could expect to see $7 to $10 return – Early Learning creates smarter kids, more productive adults and a stronger economy Social Argument – “Early learning begets later learning and early successes breeds later success” (Heckman, 2008)

Disadvantages of a Two System Approach to Learning Quality experiences gained in early childhood settings can be lost if not followed by consistent quality experiences in elementary school (Kauerz, 2006) ‘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 (Barnett, 2002) A fragmented system that allows for little flexibility in accommodations of individual differences (Maeroff, 2006)

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 Push Ups/Push Downs (Kaurez, 2008) Wraparound services that include extended school experiences for children before and after school (Maeroff, 2006)

LINC 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

Findings: Most Common Policies and Practices of Elementary Principals

Findings: Least Common Policies and Practices of Elementary Principals

Learning Continuum Practices More Often Practiced By Principals with Pre-K Programs PracticedfF-StatisticP-value Adopt curricular practices from early learning45.062p<.001 Align curriculum with Illinois Early Learning Standards p<.000 Include PreK teachers in common planning time p<.000 Elementary teachers observe PreK classrooms44.564p<.001 Offer professional development on early learning theories p<.000 Share aggregated student data with PreK teachers49.965p<.000

Barriers to the Learning Continuum Reported By Principals BarrierMeanSD Not enough time to build partnerships Incompatibility of schedules between the two systems Privacy laws that strictly regulate the sharing of student information among people and systems (e.g., FERPA)

ThemePrincipals Early Childhood Program Directors Infuse early childhood and learning continuum content and experiences into the curriculum  Developmentally appropriate practices  Integrating early learning standards into policies/practices  Curriculum and instruction to meet young learning needs  Administrator’s role in developing Individual Education Plans (IEPs) and Response To Intervention (RTI) for preschool-age children  Provide a course for each level of schooling (early childhood, elementary, and secondary education)  Hire a faculty member/course instructor with early learning experience  Provide opportunities for observing early childhood providers  Provide opportunities for observing K-12 classrooms  Recognize philosophy differences between early childhood and elementary education  Teach students about the whole span of a child’s learning and development beginning in infancy Recommendations to Preparation Programs

ThemePrincipals Early Childhood Program Directors Include content and experiences about collaboration and team- building  Include working with early childhood providers as experiences within internships preparation program  Community relations courses and practical experiences  Place more emphasis on partnering and relationship- building  Include working with K-12 providers (teachers and administrators) in early childhood leadership programs  Offer post-graduate courses that include early childhood administrators in joint training sessions Provide specialized programs (for principals)  Provide an option for a specialized program in which candidates can receive specialized designations for Pre-K-elementary, middle school, or high school

P-3 Effective Practices Study National (and Canada) study on P-12 learning continuum programs to identify effective practices in aligning systems Goals: 1) Identify and describe best practices in P-12 alignment; 2) Define the role of leaders in facilitating and sustaining the continuum; 3) Recommend policies and practices to leaders to develop and foster a P- 12 learning continuum

P-3 Effective Practices Study Research Design – Case study of 3 state/provincial systems of P-12 programs Interviews with:Staff at state/provincial departments of education Educators in local P-12 programs – Observations Walkthroughs in classrooms – Document review Policy, practice, and research documents related to P- 12 programs

P-3 Effective Practices Study Research Questions 1.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? 2.How are the early learning program directors and elementary school principals facilitating and sustaining the alignment of the P-12 learning continuum? 3.What are the most current issues and barriers to creating a seamless learning continuum? 4.What actions do practitioners recommend that would facilitate their efforts to develop and sustain a learning continuum? 1.Federal, state, and local policies? 2.Types of preparation and professional development for early childhood directors and principals?

P-3 Sites Hawaii Pennsylvania Ontario, Canada

Hawaii (Preliminary Results) 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

Pennsylvania (Preliminary Results) 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

Ontario, Canada (Preliminary Results) Sample: – Provincial Ministry of Education staff – University researchers – Municipal leaders – 2 P-12 sites: 1 school board near Toronto 1 regional office 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 standards Comprehensive services prenatal to age 12 – Neighborhood hubs – Family resource centers

Implications for Principal Preparation What do aspiring principals need to learn? – Developmentally appropriate practices How children learn best across the developmental continuum How to translate learning theories into effective classroom environments and teaching – Alignment of standards, curriculum and assessments How to align What quality alignment looks like – Team-building and collaboration Teachers and staff within and across grade levels (including early learning teachers) Families and schools

Implications for Principal Preparation (Preliminary examples) Potential strategies for integrating P-12 content into redesigned programs – Course content Infuse P-12 (e.g., early childhood, special education, and ELL) within a learning continuum paradigm where this content is treated as part of the system and not outside of it – Field-based and internship experiences Observe early childhood, special education, and ELL programs in action Action research projects Providing joint professional development Working with diverse families, or developing or implementing programs for diverse families – Faculty Hire or partner with faculty members with experience in early childhood and early elementary programs; special education and bilingual education

Dissemination of Results Final results will be published Summer/Fall 2011 Final report will be available on the LINC website ( and available by request.

For More Information For more information about the LINC project, contact: Lisa Hood Erika Hunt