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

2. 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

3. Emerging Trends in Education  P-3 Initiatives  Learning Continuum  Integrated Systems

4. 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.

5. 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

6. 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”

7. 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.

8. 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

9. 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

10. HOW DO WE PREPARE PRINCIPALS WITH THE KNOWLEDGE AND SKILLS TO LEAD SCHOOLS WITHIN EXPANDED EDUCATION ENVIRONMENTS?