IL Early Childhood Diversity Initiative

Early Learning CouncilOctober 21, 2013

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

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 & 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

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

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

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.

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 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.

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.

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