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. 22 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. 3 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). 4 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. 5 Making the Case for Educating the Whole Child