Policies, Practices, and Leadership to Create Aligned and Integrated P-12 Learning Systems in Two States and Ontario

• In Event: A Cross-Case Analysis of Preschool Through Third Grade (P–3) Alignment: Effective Practices and Policies at State, District, Municipal, and School Levels

Abstract

Objectives
The objective is to inform the audience of effective policies and practices and challenges of a P-12 learning continuum identified in a study of state/provincial led initiatives, including role of school leaders in facilitating and sustaining the continuum.

Perspective:
Without partnerships between early learning and K-12 systems, we perpetuate a fragmented system in which the state’s K-12 systems and human service agencies spend time and resources providing remedial services for students who do not receive quality early care, education. Only recently has work begun to integrate the education sectors into a coherent whole from birth through secondary school: a learning continuum, or progression, that supports students from their earliest learning experiences, through their growing years and formal schooling. An effective learning continuum ensures continuity in children’s experiences as they move from one setting to another and includes several important features: vertical and horizontal alignment; shared goals of student readiness; and communication and coordination among educators and families. Research shows that this type of aligned approach in early childhood and K-12 education can improve student achievement, reduce the need for costly special education services (Graves, 2006).
Methods and Data Sources:
This research used a case study research design to examine 4 cases of P-12 collaborations in three states and one province. The research used data from a variety of sources including interviews, focus groups, observations, walkthroughs, document/artifact reviews, and student outcome data. This approach allowed us to see the collaborative partnership in action as well as the tangible results of the partnership. Researchers interviewed representatives from state education agencies, early learning and K-12 programs, and community-based organizations.
Substantiated Conclusions:
In a cross-case analysis of the case studies, the researchers found several common effective policies and practices such as: joint professional development for preschool and elementary school teachers, curriculum and instructional strategies that address the needs of families and cultures, aligned curriculum and assessments, aligned learning environments, and shared data across the continuum to guide instruction. In addition, programs across these cases had strong parental engagement and education programs to help families how to facilitate their children’s development. At the state/provincial level, agencies provided support through shared governance strategies, P-20 data longitudinal systems, and by providing seed money for P-12 aligned system innovations. To lead this alignment in schools, school leaders need to learn about developmentally appropriate practices, curriculum alignment strategies, and team building and collaboration practices for teachers, families and community members.

Significance:
This significance of this research informs many disciplines crossing into the fields of early childhood education, improving schools, and educational leadership. The study and practice of P-12 alignment has gained traction over the last 10 years, and this case study research adds a more in-depth look into the state and local education agency policies and practices that facilitate and sustain these systems. This is one of the first studies to examine the role of school leaders in leading these aligned systems.

Author

• Erika Lee Hunt, Illinois State University