Early Childhood Education Partnerships Reports and Tools for Advocacy

362 Pages·2012·19.53 MB·English

Early Childhood Education
Partnerships
Reports and Tools for
Advocacy

March 2014

Submitted to: Kentucky Department of Education
Prepared by: Appalachia Regional Comprehensive
Center

300 Summers St., Ste. 1240 • Charleston, WV 25301 • 1-855-355-ARCC (2722) • www.arccta.org
ECE Partnerships Reports and Tools for Advocacy 2

Early Childhood Education Partnerships
Reports and Tools for Advocacy

Association for Supervision and Curriculum Development
1) Making the Case for Educating the Whole Child (2012)
2) The Community Conversations Project: A Guide for Information Discussion Groups
(2013)
3) ASCD Whole Child Community Conversations Project: A Guide for Pre-service Teachers
(2013)
o These documents from the Association for Supervision and Curriculum
Development (ASCD) offer a framework for discussing the importance of
educating the whole child with a variety of stakeholders. First is a report
summarizing research-based principles associated an educational focus on the
whole child, followed by two guides for Community Conversations on the topic.
Such discussions have two purposes: (1) to inform the public about a whole child
approach to education and (2) to empower local communities in developing,
crafting, and owning actions intended to support whole child education.

Center for Energy Workforce Development
4) Meeting America’s Energy Workforce Needs Tomorrow Means Meeting the
Developmental Needs of Young Children Today
o This document is a short infographic making the case to the manufacturing
industry for investing in early childhood education.

Early Childhood Education Network of the Regional Education Laboratories
5) Continuity in Early Childhood: A Framework for Home, School, and Community Linkages
(1995)
o The federally-funded Regional Educational Laboratories (RELs) collaborated
with local home, school, and community partnerships in their regions to identify
policies and practices that support educational continuity and build on the
benefits of early intervention. Synthesizing what they learned from local efforts
across the country, the RELs developed a framework for early childhood
continuity, described in this document.

Institute for a Competitive Workforce
6) Starting Smart & Finishing Strong
o This infographic makes the case for investing in early childhood education to
Chambers of Commerce.
7) Why Business Should Support Early Childhood Education (2010)
o This document describes the U.S. Chamber of Commerce’s Institute for a
Competitive Workforce (ICW) Early Childhood Education Initiative focusing on
high-quality early learning opportunities for children from birth to age five.
This initiative focuses on early learning as an investment in workforce
development by helping drive the national debate about early childhood
education policies and programs; providing information to the business
community at the local, state, and national levels so that it can actively engage
300 Summers St., Ste. 1240 • Charleston, WV 25301 • 1-855-355-ARCC (2722) • www.arccta.org
ECE Partnerships Reports and Tools for Advocacy 3

in advancing policies that support high-quality early childhood education
programs; and developing an early childhood education business network to
exchange best practices on policies, programs, and partnerships. The initiative
will collaborate with state and local chambers that are active or are interested
in becoming active in the early childhood education arena, identify model
programs and public-private partnerships at the state and local levels, develop
an early learning tool kit for business leaders to help guide activities and
communication, and identify and train business leaders that want to become
active in the early childhood education arena.

Institute for Educational Leadership
8) Early Childhood Community School Linkages: Advancing a Theory of Change (2013)
o The purpose of this paper is to provide a framework for translating the
commitment to improving linkages between elementary education and early
childhood into practice. In 2009, the Institute for Educational Leadership
(IEL) and the Coalition for Community Schools undertook an action research
and development project to advance research and practice around a preK-3
approach that includes strategic partnerships between the elementary
community school sector and early childhood sector. This paper discusses
study findings, particularly the conditions that appeared to support and
hinder efforts to improve linkages.

National Association of Workforce Boards
9) Investing in America’s Future Workforce (2011)
o This infographic advocates for investing in early childhood education to
Workforce Investment Boards.

Ready Nation (a project of !merica’s Promise !lliance)
10) Attracting, Developing, and Maintaining Human Capital: A New Model for Economic
Development (2011)
o This brief summarizes findings of Investing in Kids: Early Childhood Programs
and Local Economic Development, a 2011 book by Timothy Bartik, Senior
Economist at the W.E. Upjohn Institute for Employment Research. The
summary also describes an evidence-based approach to economic
development designed to support business growth and job creation by
improving worker productivity and earnings.
11) Business Case for Early Childhood Investments
o This document includes an infographic making the case for investing in early
childhood education to the business community.
12) Savings Now, Savings Later: Smart Early Childhood Programs Pay Off Right Away
And For The Long Term
o This brief documents three kinds of early childhood programs that have both
near-term and sustained impact.
13) Tomorrow’s Science, Technology, Engineering and Math Workforce Starts with

Early Education
300 Summers St., Ste. 1240 • Charleston, WV 25301 • 1-855-355-ARCC (2722) • www.arccta.org
ECE Partnerships Reports and Tools for Advocacy 4

o This brief outlines four facts about the importance of early learning to future
STEM success: the math achievement gap starts early, even before
kindergarten; high-quality early education includes real math and science
content; early math instruction improves later abilities; and early learning
also helps build the behavior traits—perseverance, problem-solving,
patience—that STEM employees need to enhance the success of !merica’s
youngest citizens and build the STEM workforce of the future.

The Manufacturing Institute
14)Championing Success: Business Organizations for Early Childhood Investments
o This infographic targets the manufacturing sector for investing in early
childhood education.

The Pew Center for the States
15)Mobilizing Business Champions for Children: A Guide for Advocates (2011)
o This guide is intended to help advocates better understand the business
community and its role in public policy; provide guidance on communicating
the economic importance of investments in young children; and outline
specific strategies for engaging corporate leaders in advancing evidence-
based policies.

Washington Early Learning State and Local Coordination Project
16)Best Practices in State and Local Coordination Research: North Carolina, Arizona,
and Oklahoma (2012)
o This summary of research about best practices and lessons learned from
North Carolina, Arizona and Oklahoma is intended to inform Washington’s
efforts to enhance state and local coordination of prenatal to 3rd grade early
learning systems. The objectives for this research were to gather
information and lessons learned about state and local early learning
governance structures and coordination mechanisms from one to three
other states, and to gather information about what elements of coordination
have resulted in improvements in child outcomes, in program effectiveness
and efficiency and in maintaining and expanding state and local funds for
early learning.

Zero to Three Policy Center
17)Connecting with Infant-Toddler Professionals to Advocate for Young Children and
Their Families (2009)
o This article explores why engaging other infant-toddler professionals in
advocacy can be an effective strategy for policy change and provides
practical tools and examples to aid ZERO TO THREE Policy Network
members in their efforts to connect with other Big Voices for Little Kids.
18)A Proven Return on Investment: Economists and the Business Community Advance
A Birth to Five Policy Agenda (2009)
o This article discusses the economic benefits of investing in the earliest years
and provides a state example of such benefits. The document concludes with
tips and strategies for state and community collaboration with business
300 Summers St., Ste. 1240 • Charleston, WV 25301 • 1-855-355-ARCC (2722) • www.arccta.org
ECE Partnerships Reports and Tools for Advocacy 5

leaders and economists to establish similar investments for infants, toddlers,
and their families.
19) Framing Early Childhood Development Recommendations for Infant-Toddler
Professionals & Advocates
o This article explores several specific early childhood communication
frameworks, the impact of those frameworks on how people reason about
infant-toddler development, and the consequences of these messages for
public policy. The document concludes with practical tools infant-toddler
advocates can use to develop their own messages about infant-toddler
policy issues.
20) Moving the Infant-Toddler Policy Agenda Forward Together: Strategies to Build
Successful Coalitions
o This article provides practical strategies to build effective state or
community coalitions that improve policies for infants and toddlers.

VIDEOS

 It’s Our Business (Winning Beginnings NY)
http://www.winningbeginningny.org/video/its_our_business.php
 Change the First Five Years and You Change Everything (The Ounce of Prevention)
http://www.youtube.com/watch?v=GbSp88PBe9E
 Smart Beginnings and the Workforce Pipeline (The Virginia Early Childhood
Foundation) http://www.youtube.com/watch?v=dhUDYBjTYkQ&feature=youtu.be
 Business Leaders Team Up to Benefit Education, Economy (Pew)
http://www.youtube.com/watch?v=A_4ehtKCA4k
 Reach Out and Read http://www.reachoutandread.org/about-
us/newsroom/public-service-announcement/

OTHER RESOURCES

Council of Great City Schools
 Parent Roadmaps (ELA CCSS K-8)

National Parent Teacher Association
 Parents’ Guide to Student Success (ELA CCSS K-12)

Research Connections
 Early Childhood Faculty Teaching Modules
http://www.icpsr.umich.edu/content/childcare/understand/teaching-
modules.html

Zero to Three
 Getting Ready for School Begins at Birth: How to Help Your Child Learn in the Early
Years
300 Summers St., Ste. 1240 • Charleston, WV 25301 • 1-855-355-ARCC (2722) • www.arccta.org
M A K I N G T H E C A S E F O R
EDUCATING THE
WHOLE CHILD
Association for Supervision and Curriculum Development
www.ascd.org
The 21st Century Imperative
We live in a global economy that requires our students to be prepared to think both
critically and creatively, evaluate massive amounts of information, solve complex
problems, and communicate well. A strong foundation in reading, writing, math, and other core
subjects is still as important as ever, yet by itself is insufficient for lifelong success.
For too long, we have committed to time structures, coursework, instructional methods, and
assessments designed more than a century ago. Our current definition of student success is too
narrow. It is time to put students first, align resources to students’ multiple needs, and advocate
for a more balanced approach.
What works best for children? What must we all—educators, families, policymakers, and
community members—do to ensure their success? Answering those questions pushes us to
redefine what a successful learner is and how we measure success. A child who enters school
healthy and feels safe is ready to learn. A student who feels connected to school is more likely
to stay in school. All students who have access to challenging and engaging academic programs
are better prepared for further education, work, and civic life. These components must work
together, not in isolation. That is the goal of whole child education.
The demands of the 21st century require a new approach to education policy and practice—
a whole child approach to learning, teaching, and community engagement. Measuring academic
achievement is important and necessary; no one is arguing otherwise. But if we fail to move
beyond a narrow curriculum and accountability system, we will have failed to adequately prepare
children for their futures.
ASCD—in partnership with state and local leaders—is helping schools, districts, and
communities across the country move from a vision for educating the whole child to action.
States and school districts are adopting policies and practices to better educate the whole child,
but we can do more. This publication makes the case for why we need to educate the whole
child and provides clear examples of how it’s taking place.
To find out more and to help educate the whole child, visit www.wholechildeducation.org.
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Making the Case for Educating the Whole Child
The 21st Century Imperative ASCD’s Whole Child Tenets
Each student enters Each student learns
school healthy and in an environment
learns about and that is physically and
practices a healthy emotionally safe for
lifestyle. students and adults.
Each student is
actively engaged
in learning and is
connected to the
school and broader
community.
www.ascd.org
Each student
Each student has is challenged
access to academically and
personalized learning prepared for success in
and is supported college or further study
by qualified, caring and for employment and
adults. participation in a global
environment.
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Making the Case for Educating the Whole Child
Students Must Be
HEALTHY
R esearch confirms that students do bet­ • Research shows that programs offering
ter in school when they are emotion­ breakfast at no cost to all children, regardless
ally and physically healthy. They miss fewer of income, during the first part of the school
classes, are less likely to engage in risky or day dramatically increase student participa­
antisocial behavior, concentrate more, and tion in school breakfast (Food Research and
achieve higher test scores. Unfortunately, too Action Center, 2009). However, only 9.7 mil­
many students go to class in less than opti­ lion of the 20 million low-income students
mal health. who are eligible for a school breakfast receive
it (Share our Strength, 2012).
What the Data Tell Us
• Improved health can also improve atten­
dance at school. Higher rates of absenteeism
• Regular physical activity can improve the
have been reported for those students who
health and quality of life of people of all ages
are overweight; suffer from asthma; or have
(HealthyPeople.gov, n.d.); however, only 17
poor health status, diet, or lack of sleep.
percent of high school students currently
Studies have also shown that health-related
meet the recommended daily amount (Eaton
absenteeism can be reversed by increasing
et al., 2010).
access to services and increasing physical
• Over the past three decades, childhood
activity. (Basch, 2010)
obesity rates in the United States have tri­
pled. Today nearly one third of U.S. chil­
dren are overweight (U.S. Centers for
Disease Control and Prevention, 2008),
and almost 17 percent of children and
adolescents are obese (Ogden, Carroll,
Kit, & Flegal, 2012).
• Research shows that one of five
children and adolescents experiences
symptoms of a mental health illness
(Eaton et al., 2010), and as many as
80 percent may go untreated (Breslau,
2010). Children and adolescents with
mental disorders are at much greater risk for
dropping out of school and suffering long­
term impairments (Breslau, 2010).
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Making the Case for Educating the Whole Child
Case In Point . . .
Health and Wellness Are Community Collaborations
Key to School Success Promote Healthy Lifestyles
Among Students
Hilton Head Island Elementary (HHIE), an
International Baccalaureate World School Batesville Community School Corporation,
located in South Carolina, was awarded the a school district in Batesville, Ind., promotes
South Carolina ASCD Whole Child Award a strong emphasis on health and boosts this
for its efforts in promoting wellness and with collaborations in its local community.
healthy choices in students and staff. Batesville, an ASCD Healthy School
Communities mentor site, has established
The school’s Healthy Choices–Eat Smart/
multiple links between the school district and
Move More program has changed the
local community.
cafeteria menu to include more appetizing
and healthy food choices for the school Through the local hospital and the local
community. The school food service Food and Growers Association, the school
company is helping the school in these has been able to improve cafeteria food
efforts by offering more student-choice offerings and expose students to more fruits
entrees, vegetarian trays, and healthy snacks and vegetables. This is complimented by
and using more appetizing preparations for ventures with local organizations to increase
the diverse student population. physical activity and improve health across
the community, including the Presidential
Additionally, the faculty at HHIE are
Challenge for Families, Indiana Mini-Marathon
working with experts to develop curriculum
Team Batesville, Active For Life, and the
in gardening and nutritional awareness. The
development of a School Garden.
health and well-being behaviors HHIE
students are learning now prepare These efforts to improve physical activity and
them well to take charge of their own nutrition and provide safe places for students
health and well-being in the future. to socialize have resulted in healthier students
and a safe, connected community.
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Making the Case for Educating the Whole Child