IL Early Childhood Diversity Initiative

Report
IL Early Childhood
Diversity Initiative
Early Learning Council
October 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 redevelopment

Project History & Process

1st 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 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
Comprehensive health
services that meet
children’s vision, hearing,
nutrition, behavioral, and
oral health as well as
medical health needs.
Early
Learning
Health, Mental
Health and
Nutrition
Early identification,
assessment and
appropriate services
for children with
special health care
needs, disabilities, or
developmental delays
Early care and education
opportunities in
nurturing environments
where children can learn
what they need to
succeed in school and
life.
Family
Support
Special Needs/
Early Intervention
Economic and parenting
supports to ensure children
have nurturing and stable
relationships with caring
adults.
State EC System: Devd. by Early Childhood Systems Working Group
Governance
Provider /
practitioner support
to set policy direction for the
comprehensive system
reflect effective
practices, programs, &
practitioners and are
aligned across the
system
to offer technical
assistance and promote
professional development
Families
Supported and
Children Thriving
Monitoring
to track program
performance and
results based on
standards
Standards
Research &
development
includes cross-system
data, planning,
analysis, and
evaluation
Communications
Financing
to inform families,
providers, and the public
sufficient to assure
comprehensive quality
services based on standards
Core Elements of EC System: Devd. by Early Childhood Systems Working Group
Evaluation and Self-Assessment
Framework
CONTEXT
Successfully building a
political context leads to
resources that
COMPONE
NTS
Establish
effective
programs
and
services
CONNEC
TIONS
Create
better
linkages
between
componen
ts
INFRASTRUCTU
RE
Create
supports
that enable
programs to
operate
effectively
SCALE
The system
can produce
broad impacts
for system
beneficiaries
From “A Framework for Evaluating Systems Initiatives”, Julia Coffman www.buildinitiative.org
Theory of Change Menu for Systems
Initiatives
CONTEXT
COMPONENTS
CONNECTIONS INFRASTRUCTURE
SCALE
Activities:
Activities:
Activities:
Activities:
Activities:
•
•
•
•
•
Improving the
political context
so it produces the
policy and funding
changes needed
to create and
sustain the
system
Establishing highperformance
programs and
services within
the system that
produce results
for system
beneficiaries
Creating strong
effective linkages
across system
components that
improve results
for system
beneficiaries
Outcomes:
Outcomes:
•
•
•
•
•
•
Recognition of
system need
Policy changes
Political will
Public
Engagement
•
New or expanded
programs
Improved
program quality
Outcomes:
•
Outcomes:
•
•
Shared goals,
standards
Cross-system
training
Referrals/followups
Developing the
supports systems
need to function
effectively and
with quality
•
•
Cross-system
governance
Leveraged use of
funding
Mechanisms for
two-way
communication
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
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 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.


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 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 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.

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 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.

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.

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
For they are all our children. And we will
all profit by, or pay for, whatever they
become.
--James Baldwin

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