See my Education Week Commentary on bridging the gaps between early childhood, elementary school, and health and human services. Please join me in getting the word out and supporting these important collaborations. In addition to the leading edge communities I mention in the essay, 13 communities in Maine and 13 in Pennsylvania are implementing First 10 initiatives, with more to come in Alabama and Rhode Island.
The Campaign for Grade-level Reading webinar, First 10 Community Partnerships in Action, was an opportunity to hear from communities about how they are implementing First 10 strategies to build cohesive supports for children, ages 0 to 10.
The webinar opens with a helpful background from David Jacobson, describing the basis for First 10 work, the First 10 Framework and strategies, and the different First 10 community models. If you have colleagues or friends who are unfamiliar with First 10, the first 30 minutes of the webinar is a great segment to share with them.
The presenters—Superintendent Andrea Berry, School District of the City of York, PA; Secretary Barbara Cooper, Alabama Department of Education; Alyssa Gleason, East Bay Community Action Program, RI; and Karen Rebello, East Providence Public Schools, RI—gave examples on:
- why and how cross-agency collaboration between early childhood and K-12 has been important at both the state and local levels
- how new relationships and collaborations have been built and maintained
- how this work has led to systemic change
- lessons learned thus far
- and more!
“This work has been an opportunity for us to just see how we can transform entire communities one at a time around the importance of investing early.”—Secretary Barbara Cooper
First 10 is excited to share the first in a series of short videos to spotlight the work of First 10 partnerships nationwide. In First 10, community agencies, families, Head Start, child care, preK, and schools form partnerships and take action to ensure all children learn and thrive. We’ll be sharing a variety of perspectives in our video series. In this first video, York, PA district leaders share their insights on First 10.
We are really excited to have this discussion with a fantastic panel of First 10 leaders.
First 10 school-community partnerships bring together elementary schools, early childhood programs and community organizations to improve outcomes for children ages 0 to 10 and their families. Communities in six states are implementing coherent First 10 plans that include transition to kindergarten activities, substantive collaboration between early childhood educators and kindergarten teachers, school-connected play and learn groups, and community-wide parenting campaigns.
Panelists from Alabama, Pennsylvania and Rhode Island will share their experiences implementing the First 10 approach.
In our September First 10 Network webinar, we learned about a great example of county—community collaboration on First 10. We heard from Amanda Burns and Meg May from the Community Action Partnership (CAP) of Lancaster County and Denise Logue from Cocalico School District about how they are implementing First 10 partnerships in Pennsylvania together. They shared strategies that are working in their region as well as plans for future improvement.
The Community Action Partnership (CAP) of Lancaster County is an anti-poverty organization that includes programs such as Head Start, PreK Counts, WIC, and Parents as Teachers (PAT). With support from a United Way Collective Impact grant, CAP began First 10 work in 2018.
CAP’s county-wide initiatives include:
- Forming work groups focused on social-emotional development and family engagement
- Creating kindergarten transition tools (such as a social-emotional transition form)
- Mounting a county-wide Basics campaign, including incorporating The Basics into home visits
CAP’s Parents As Teachers (PAT) program includes home visiting, family engagement events, parent cafes, play and learns, and other activities.
The Cocalico School District has partnered with CAP and other community organizations to create a strong First 10 partnership. Denise Logue described their successful Play and Learns (requiring a waiting list!). Their model includes parent learning about The Basics (happening while kids are playing), play time to connect kids and parents with one another, a book or poem reading, a special guest (usually a specialist) from the community such as an eye doctor, speech therapist, etc., and activities related to a theme. The Play and Learns are a true partnership: CAP funds the materials; a local library provides books, resources and toys; the district provides space, technology and their link to school personnel and families for communications.
Cocalico also offers seven Transition to Kindergarten workshops for families of preK students throughout the year. Each workshop has a different focus. The first workshop is about fun & engagement and is designed for students to see how exciting school can be. Other workshops cover social emotional readiness, gross motor skills, reading readiness, math readiness, and writing readiness. The final workshop has the students go to the schools they will be attending in the fall to prepare them for that transition.
In addition, Cocalico has organized several meetings to bring preK and kindergarten teachers together to connect and learn from one another. Sessions have included comparing preK vs kindergarten social emotional standards, examining the literacy standards, and a training on the Heggerty (Phonological Awareness Program) and FUNdations (Phonics) programs.
A community of practice brings together people around a common interest to share best practices and create new actionable knowledge. We launched our community of practice with a webinar that brought together representatives from our six First 10 states to hear from two groups that are successfully building partnership systems to support young children.
Our first speaker, Secretary Barbara Cooper from Alabama’s Department of Early Childhood Education, is working with EDC to establish First 10 partnerships in Alabama. Alabama is building a comprehensive approach to kindergarten readiness and school success. In addition to expanding its highly regarded First Class Prekindergarten program, Alabama is working to align all pre-natal to age 8 services in the state and is building partnerships within communities to create environments in which all students can succeed.
As part of this work and in collaboration with EDC, Alabama has published a Transition to Kindergarten Toolkit that includes guidance, resources, and strategies to support local communities in implementing effective transition to Kindergarten plans.
We also heard from Cris Lopez Anderson and Amy Schmidtke from the Buffett Early Childhood Institute. Their work in Metro Omaha, Nebraska was an inspiration for First 10. Cris and Amy shared their extensive experience implementing the Superintendents’ Early Childhood Plan: A Birth Through Grade 3 Approach. This approach is centered on three pillars:
- Quality (what children and families experience in terms of practices),
- Continuity (how children and families experience services over time and ensuring that services are aligned and coordinated), and
- Equity (who experiences quality and continuity).
The Superintendents’ Plan brings together home visiting (birth to age 3), family supports, and coaching for teachers in elementary schools that serve as hubs for children and families. The Plan started by testing this full implementation model in six districts seven years ago.
While showing many signs of success, over the years, the Buffett Institute has identified a key challenge to the Plan’s current implementation model: their work in schools has been siloed and not adequately connected to district goals and initiatives. To tackle this challenge, the Superintendents’ Plan is taking a systems-approach and creating an action plan with district leaders focused on how district goals for early childhood education are being supported and tackled at each level of the system. The goal is to be transparent with all community members—children, family, school staff, and school leaders—about what the goals are and what each member’s role is.
These two presentations led to small breakout group discussions to give attendees time to meet one another and to discuss what they had heard and how they could apply aspects of these approaches to their own First 10 partnerships.
It was a full agenda! We’ll be pausing community of practice meetings for the summer but are looking forward to our September meeting, where we will be sure to include lots of time for attendees to meet, network, and learn about one another’s work!
With the launch of our new National First 10 Network in March, we have created a newsletter for First 10 colleagues and friends. We will share resources and news of interest via the newsletter. In our inaugural issue sent April 5, we spotlight the work that East Providence (RI) is doing to share its progress with community leaders, highlight an article on the vital role Head Start Programs can play in First 10 communities, and feature EDC’s announcement of our W.K. Kellogg Foundation funding.
If you missed the newsletter in your inbox, please check your spam folder! For those of you who would like to stay connected with First 10’s work, you can subscribe here to the newsletter.
We are so excited about this opportunity to bring First 10 communities together for ongoing learning and exchange. We are beginning with communities in Alabama, Maine, Massachusetts, Michigan, Pennsylvania, and Rhode Island and will add new ones as we grow. I am so impressed with the work these communities are doing improving outcomes for children and families. Many thanks to the W.K. Kellogg Foundation for supporting school-community partnerships driving change.
Launched in 2019, and guided by the vision “all children learn and thrive,” First 10 assists school-community partnerships in taking action to improve outcomes for children ages birth through 10 and their families.
In First 10 sites across the country, community partnerships are working to address educational inequities, improve the quality of teaching and learning, coordinate and deliver comprehensive services, and deepen partnerships with families in culturally responsive ways.
To launch and sustain the First 10 network, we will host a series of online learning events. The series will include presentations by First 10 leaders, feature experts in early childhood systems change, and focus on relevant topics, including:
- Strengthening partnerships with families with young children
- Launching community-wide parenting campaigns
- Implementing comprehensive transition to kindergarten plans
- Designing joint professional learning for prekindergarten and kindergarten teachers
- Combining explicit anti-racism training with First 10 initiatives
- Accessing and making effective use of federal funds
- Promoting continuous improvement by gathering data and monitoring progress
The network activities will also include an ongoing online community of practice and publication of success stories and lessons learned to inform the field.
What a great idea–in addition to hosting a presentation and discussion, the First 10 team set up tables on play and learns, the transition to kindergarten, the First 10 community school at Hennessy Elementary, The Basics, and early childhood programs for the Mayor and city council and school committee members.
All across the country, Head Start, school, and community organizations are working to address the fundamental fragmentation that characterizes our mixed-delivery early childhood systems. In my work leading First 10 school-community partnerships, I’ve witnessed the vital role that Head Start and Early Head Start programs play in supporting the whole child and promoting family well-being. Head Start leaders are part of innovative First 10 initiatives across the country that are successfully reinventing school-community partnerships focused on young children and their families. Now more than ever, Head Start agencies have an opportunity to extend their influence, drive change, and improve outcomes for all children and families in their communities.
See my recent blog post for the National Head Start Association, “Head Start School-Community Partnerships Create Change.” It was really a pleasure collaborating with Dr. Deborah Bergeron and NHSA on this article.
The second post in this series showed how First 10 partnerships are funded, how they are advancing equity by using this funding to support urban and rural communities with significant low-income populations, and how some partnerships are combining First 10 with anti-racism efforts. In this post, I discuss how communities get started with First 10. I describe the two structures—community-wide partnerships and school-based hubs—First 10 partnerships employ to carry out their work, how they form teams, and how they begin their planning efforts.
Community-wide and School-based First 10 Structures, Sometimes in Combination
The First 10 initiative in York City, PA is a good example of a comprehensive First 10 community partnership (see Figure 1 below). York City is a district of approximately 6100 students, 91% are students of color, and 95% are low-income. The First 10 initiative spans the entire city. First 10 is overseen by a steering committee that includes a board member/parent representative and senior leaders from the district, several early childhood programs, the library, local funders, and other nonprofit organizations. York is forming a family advisory committee to allow for more direct community representation, and importantly, the school district is pairing its First 10 work with a major racial equity and cultural competence training push. At the beginning of the pandemic it established several First 10 teams to carry out a number of strategies that impact the entire community:Continue reading “Getting Started with First 10: Community Partnerships, School Hubs, and Work Currently Underway (Post #3)”