Practical Ideas for Deepening Family Partnerships
We at First 10 were excited to welcome Dr. Karen Mapp to our May network meeting. Dr. Mapp, a Senior Lecturer on Education at the Harvard Graduate School of Education (HGSE) and Faculty Director of the Education Policy and Management Master’s Program, developed the widely-used Dual Capacity-Building Framework for Family-School Partnerships for the U.S. Department…
East Providence First 10 Shares Progress with Community Leaders
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.
Getting Started with First 10: Community Partnerships, School Hubs, and Work Currently Underway (Post #3)
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….
Alabama Launches a New Transition to Kindergarten Toolkit
Alabama launched its new Transition to Kindergarten Toolkit in December. We have really appreciated the opportunity to partner with Alabama on this important resource. Congrats to Secretary Barbara Cooper (Department of Early Childhood Education), her team, and her colleagues in other agencies. Alabama asks me to convey its thanks to the Rhode Island Department of…
Hunt Institute Webinar this Thursday: First 10 in Action
I’m really looking forward to this conversation with Dan Wuori of the Hunt Institute about the great First 10 work underway in Maine and Pennsylvania. We’ll also talk about similar initiatives in Alabama and Rhode Island. I hope you can join us. You can register by clicking the link here.
Taking Action for Children and Families: Learning from the First 40 Communities (Post #1)
“The ultimate goal of a stronger, more seamless care and education continuum is to initiate and sustain a strong foundation for future success by providing effective learning opportunities across the infant-toddler years, preschool ages, and early grades in all settings.” (National Research Council, Transforming the Workforce for Children Birth through Age 8: A Unifying Foundation).[1]…
Join Us Thursday: Partnerships for the Whole Child (Panelists Posted)
I’m looking forward to moderating the first webinar in our 4-part series, School-Community Partnerships for the Whole Child this Thursday at 4:00 ET. Please join us as we learn about: Boston’s innovative PreK – 2nd Grade curriculum, coaching, and professional learning model and its collaboration with community-based preschools, The district-wide use of non-evaluative classroom observation…
Improving the Transition to Kindergarten in Rhode Island (and a great Transitions resource)
My colleagues and I at EDC have been busy supporting First 10 work, including in Maine (13 communities and an inter-agency state First 10 team), Rhode Island, Lancaster County, PA, and Worcester, MA. First 10 in Pennsylvania is now expanding to include the 7-county South Central region of the state. I’ll be posting lessons…
The Important Role of the Transition to Kindergarten for Low-Income Children
Drawing on his new report, Connecting the Steps: State Strategies to Ease the Transition from Pre-K to Kindergarten, New America’s Aaron Loewenberg writes in Spotlight on Poverty and Opportunity: “Transition activities such as teacher home visits; parent orientation sessions; and collaborative meetings and trainings between principals, child care center administrators, and pre-K and kindergarten teachers are…
“The Preschool Fade-Out Effect Is Not Inevitable”
In Education Week by Stanford professor Deborah Stipek: “Is fade-out inevitable? No. Studies have shown definitively that investment in preschool can yield sustained effects and significant social and economic returns. But fade-out is common and remains a persistent reminder that simply providing preschool to low-income children is not sufficient to achieve long-term benefits. If we…