Tag: Ounce of Prevention Fund

The Ounce of Prevention Fund (“the Ounce”) has organized a Leadership Summit on the role of districts in Birth through 3rd Grade efforts in Chicago this week. More on the Summit to come, but as a start I’d like to highlight some of the recommendations found in the Ounce’s Birth-to-College Collaborative Toolkit, a compendium of guidance documents and tools that communities implementing Birth–3rd initiatives will find very useful.

The materials in the toolkit are an outgrowth of Chicago’s Birth-to-College Collaborative, a partnership spearheaded by Educare and the University of Chicago Charter School. Educare is a renowned birth-to-five program operated by the Ounce that serves low-income children and whose success in improving child outcomes has helped fuel the Birth–3rd movement. (See David Kirp’s The Sandbox Investment.)

By way of introducing the Toolkit, here are few highlights that resonate with and reinforce many of the themes that we have explored on the Learning Hub.

• First, note the helpful language the Collaborative uses to describe the Birth-to-College model: “a model of public education that (1) begins at birth and extends through college graduation, (2) is characterized by evidence-based, high-quality experiences and supports for students and their families, (3) is grounded in trusting relationships and communication among all adults who share responsibility for students’ learning and development, and (4) is aligned so that each experience has a cumulative effect—ideally, each coherently contributes to the next by sustaining and building upon the growth and learning that comes before. Therefore, birth-to-college (BTC) alignment refers to the coherent set of educational experiences and supports for students, families and the professionals and organizations that serve them that begins at birth and continues through college completion.”
• And here is an idea for all Birth–3rd Partnerships: the Collaborative has established a Parent Advisory Committee that helps assess family needs, provides feedback to family engagement staff, and provides advisory support to the Collaborative’s various committees.
• As a result of the partnership with the two PreK-5 campuses of the University of Chicago Charter School, Educare has begun using the STEP literacy assessment used by the Charter School. The school’s literacy coordinators helped train Educare staff in the use of the tool. Paul Bambrick-Santoyo, the author of Driven by Data and Great Habits, Great Readers, is also a fan of the STEP assessment.
• The implementation guides include helpful questions for “Defining Your Educational Context”  and advise that partnerships, “take stock of pre-existing structures and processes.” As the guidance says, “Determine how what you are trying to build can honor, support, and inform systems that are already in place, especially around staff professional collaboration and continuous improvement. It is important to note that this is not a ‘new’ initiative. Rather, it is about advancing and aligning the work of teaching children and supporting and engaging families.”
• Finally, encourage “cross-pollination“: “Consider cultivating strategies that will encourage cross-pollination of beliefs, approaches, and practices that could readily lend themselves to potential “buckets” for alignment, with the added benefit of developing mutual respect and understanding.” Ideas include “observations of classrooms, instructional approaches, and/or family events, as well as opportunities for staff to talk with one another.”

See this Toolbox for a set of practical alignment tools.The Birth-to-College Collaborative is developing a “bottom-up” model of collaboration across three schools structured around six professional learning communities. The thoughtful guidance and documentation the Collaborative is producing provides a fresh perspective on the work of Birth–3rd partnerships.