Early School Success Partners Celebrate Accomplishments at Spring Event

by Aditi Sharma | May 9, 2024 | Educators and Workforce, Professional Learning, Early School Success

The pitter-patter of spring showers gave way to a steady hum of anticipation as Early School Success (ESS) school districts spent the day celebrating collective achievements, reflecting on triumphs and challenges, and envisioning the future of ESS in their school communities, on May 2 at Willamette ESD in Salem, OR.

Throughout the day, participants engaged in a series of hands-on activities designed to both encourage thoughtful conversation among colleagues, and simulate practices that they have implemented in their classrooms. For example, loose parts is an approach to play, based on the idea that when children are given a collection of objects (think pipe cleaners, beads, and buttons) they have more opportunity for engagement and creativity, as they tinker with an array of objects.

Additional stations included watercolors, clay, and musical instruments, with each medium becoming a canvas for self-expression and allowing educators to engage in their own play-based learning.

As attendees thought about their experiences from the past year and built their creations, every design represented their evolving perspectives and aspirations. From embracing multilingualism to fostering inclusive classrooms, each piece of art spoke to the group’s collective vision for student-centered learning.

Starla Nelson, principal at Oceanlake, shared that having different materials at the loose parts stations provided freedom of choice and expression.

“Similarly, having a variety of sensory materials in the classrooms can create empowered learning environments for the students,” she said.

Educators also spoke passionately about the positive impact of implementing change ideas in their classrooms. One educator shared that previously reluctant learners in the classroom found a voice and actively collaborated in group activities by using tangible objects to articulate their thoughts.

As the day continued, facilitators guided teams through exercises that emphasized building trust. Participants explored what it means to be student-centered and shared insights and ideas.

“I loved reflecting on the triad of trust. I made connections, learned new ideas, and gained new perspectives,” shared one participant.

Later in the day, teams completed a “dreamspace” activity, which included a lively discussion about the future of Early School Success. Educators also articulated a shared vision grounded in empathy and equity through collaborative brainstorming.

As the day concluded, participants expressed their appreciation through a final activity that embodied the spirit of teamwork and celebrating collective success.

Talisa Timms, continuous improvement specialist at Children’s Institute and one of the event facilitators, shared that she was honored to lead Early School Success teams through a day of reflection, dreaming, and planning.

“I am always in awe of how deeply committed school teams are to improving outcomes and shifting systems for kids, families, and their communities,’ Timms said.

Ultimately, the Early School Success spring cross-network meeting was more than just a gathering – it was a celebration of the unwavering dedication of educators who are committed to shaping a brighter future for students, families, and communities. And as participants departed, their hearts and minds brimming with inspiration, they carried with them seeds of change, ready to bloom and flourish in the days ahead.

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Liberation through Literacy

by Talisa_Timms | Mar 5, 2024 | News, Educators and Workforce, Early School Success

Imagine a world where all children experience liberation through literacy.

When I think about the power of literacy, I can’t help but ruminate on the foundational skills that children gain, the impact that learning has on a child’s life, and experiences that empower and engage them in their earliest and most crucial developmental years.

What if all children were exposed to the rhythm and pattern of sound, images of letters dancing on a page, opportunities to engage in imaginative play, and their lived experiences mirrored in stories they are told from birth? How might that positive exposure influence their development trajectory, foster a love for learning, empower their sense of self, and ultimately, enrich their lives?

Early literacy supports the recognition of rhythm, patterns, letters, and sounds, encouraging children to engage in playful inquiry. It creates opportunities to enrich social and emotional development through stories and books. Beyond the conventional components of literacy lie opportunities for children to explore their identities, develop a sense of belonging, and celebrate differences in community.

Liberation through literacy

Liberation through literacy is found when we acknowledge children’s inherent right to find enjoyment in building foundational literacy skills. Liberation is found when we continue to nourish their literacy development and equitably support their families with the resources needed to thrive at every stage of development.

This is reflected in the biliteracy strategies and practices led by our phenomenal Early School Success partners, Forest Grove School District (FGSD) and Beaverton School District (BSD). The leaders of this work are committed to providing high-quality early biliteracy opportunities for their students’ healthy development and lifelong learning.

Angella Graves, FGSD principal and early learning coordinator, recently shared Cornelius Elementary School’s approach to biliteracy with me. “At Cornelius Elementary School, we begin with the understanding that students can learn multiple languages at a young age by strengthening their first language and through multiple experiences in their second, which is why we begin with biliteracy from the start,” Angella explained.

“Learning to read is a civil right, and learning to read in one’s first language should also be a civil right. We want our students to be super bilingual, biliterate, and multicultural and that starts with biliteracy!” she said

Before the pandemic, only 46 percent of all students in Oregon were reading proficiently by the end of third grade. When kids don’t learn to read by third grade, the chances of dropping out of high school increase four fold (Hernandez, 2011). In response, the 2023 Oregon Legislature created its biggest early literacy investment in decades, the Early Literacy Success Initiative. We applaud this investment and believe it has the potential to change outcomes for students across the state.

To support these efforts, Children’s Institute partnered with the Regional Educational Laboratory Northwest (REL NW) to collect existing, readily accessible resources on evidence-based literacy practices for children ages birth through grade 3. I invite you to explore these resources here.

I encourage you to pause and think deeply about how your own experiences influences who you are, and how you show up as a champion for children. I hope it brings you back to warm and joyful memories, or perhaps you can find inspiration in reimagining the world of early literacy for the youngest learners in Oregon, and beyond.

Early School Success Winter Cross-Network Meeting 2024

by Aditi Sharma | Feb 20, 2024 | Educators and Workforce, News, Professional Learning, Early School Success, Equity

On February 8, 2024 school teams from four Early School Success (ESS) districts convened for a collaborative winter cross-network meeting. This marked the first time the meeting was held virtually. The gathering provided an opportunity for intentional pause and thoughtful reflection on the equity gaps within school systems, the impact of the school district’s change ideas, and support for students.

Partner districts in attendance included Beaverton, Forest Grove, Lincoln County, and St. Helens school districts. Teams comprised of preschool through second-grade educators, instructional coaches, elementary principals, and district early learning leaders.

Talisa Timms, a continuous improvement specialist at Children’s Institute, said that the winter-cross network meeting was a testament to CI’s commitment to innovation.

“We introduced a new tool to capture the reflective equity work our Early School Success partner schools are doing to understand their systems through data, deeply,” Timms said.

Teams collaborated with other districts on activities, focusing on understanding the impact of identity in their work, reflecting on continuous improvement, addressing equity gaps, and measuring progress for accountability and improvement in school systems.

“My experience with equity work is the more you know your local context and are intentional about reflecting with your practice, you create pathways for more opportunities, more collaboration, and creative ways to address the needs showing up in the classroom,” said Julio Bautista, continuous improvement specialist at Children’s Institute.

“It was evident our educators were thinking critically of their systems and brainstorming ways to improve the experience for students,” he said.

Discussions during breakout room sessions revolved around the experiences of students and families and identified areas for improvement and success. Participants valued the opportunity to connect with and learn from each other.

They also appreciated the framework to support their conversations and hear how other schools are approaching the equity gaps in their systems. One participant shared, “If we could mobilize and harness our strength, we could be pretty powerful in each of our districts and our state.”

The school-based team at Children’s Institute looks forward to supporting educators and finding interactive and meaningful ways to engage them in the work.

“I learned so much from our partners, as I always do,” said Timms. “I found joy in our process and inspiration in conversations about what’s happening in real-time in our Early School Success schools. Shoutout to our partners for their willingness to lean in and embrace all that comes with change work!”

Interested in bringing Early School Success Academy to your district? Contact Director of School-Based Initiatives – Erin Lolich at erin.lolich@childinst.org.

From Vision to Impact: Early School Success in Action

by Aditi Sharma | Jan 3, 2024 | Educators and Workforce, News, Professional Learning, Early School Success, Equity

As we step into a new year, we are reflecting on the journey of Early School Success (ESS)—a journey that has been shaped by collaboration and a shared commitment to create aligned early learning experiences for children in preschool through fifth grade. ESS represents an ongoing, collective effort to cultivate growth, resilience, and academic achievement for young learners. Rooted in evidence-based strategies, ESS strives to bridge the gap between research and practice, and seeks to build educational systems that actively support a range of educational needs.

We have come a long way since the inception of ESS and appreciate the path that we have travelled to get to where we are now. We look forward to the next phase of this work, which will focus on reaching more students through deep partnerships with school districts and educators.

The Early School Success Approach

The School-Based Initiatives (SBI) team at Children’s Institute partners with school districts across Oregon. One of the key bodies of work within SBI is Early School Success (ESS), which supports educators and school leaders to align family engagement, developmentally appropriate teaching and learning, and other school supports for children. This ensures continuity from preschool through the elementary grades and sets a foundation for lifelong learning. Current ESS partners include Beaverton, Forest Grove, Lincoln County, and St. Helens school districts.

Additionally, ESS reaches more educators and students through our Early School Success Academy (ESS Academy), which is open to all school districts and education service districts (ESDs) in Oregon. ESS Academy is a virtual cohort-based learning experience that guides district teams through a year-long professional learning series. In our 2023-24 ESS Academy cohort, nine school districts and ESDs across Oregon are engaged in alignment and building systems to strengthen early learning.

At their core, ESS and ESS Academy create a holistic vision and nurture learning environments beyond traditional educational models, tailored to each child’s unique needs. Our approaches are community-driven and draw upon the strengths of improvement science and human-centered design. This work aims to address the root causes of educational inequity and dismantle systemic barriers to school success.

Charting the course forward

After five years of meaningful engagement with school district partners, ESS is transitioning into a strategic five-year expansion. The next phase will focus on continued support for rural school districts and ESS Academy expansion.

After the first four years of partnership, Beaverton and Forest Grove school districts are set to become learning labs, spreading ESS and improvement processes across their elementary schools. As we continue this work well into the future, we plan to increase the number of schools benefiting from ESS, ensuring innovative models, support, and resources reach more districts, schools, and educators. We will also be able to provide more resources and reach more districts, schools, and educators. 

Our partnerships make ESS successful

Now, more than ever, the success of Early School Success is deeply intertwined with the dedicated support of educators and school districts. Over the last five years, CI’s engagement with two unique cohorts of educators has provided direct coaching to 114 educators and impacted over 3,000 students.

“I have worked with Children’s Institute for the last three years and as an educator, I have learned so much from them,” said Dani Boylan, director of early learning at Helens School District.

These powerful partnerships highlight tangible outcomes in the classroom. For example, children who attended Toledo preschool learned the flow of their school day by managing an interactive visual schedule; and in Toledo kindergarten classrooms children use the same process, making the transition from one learning environment to another consistent.

CI also partners with four different culturally specific organizations for the Early School Success Academy—CAIRO, Y.O.U.T.H, S.P.I.R.I.T.S, and Adelante Mujeres—which further strengthens professional learning for educators to find solutions that work best for the communities they work with.

Boylan explained that the partnership has made the St. Helens School District stronger with administrators, teachers, and families better understanding the importance of early learning and all that it entails.

“This partnership has made my district stronger as a team. Administrators, teachers and families are seeing the importance of early learning and all that goes with it,” she said.

“Together, we’re helping children be more successful by working with teachers to make the transition more effortless for preschool to third grade.”

Interested in bringing ESS Academy to your district? Contact Shawnté Hines at shawnte@childinst.org.

Early School Success Leadership Camp 2023

by Rafael Otto | Aug 15, 2023 | Oregon Research, Health and Development, News, What We're Reading

Temps soared above 100 degrees on August 14 as school teams from four Early School Success (ESS) districts spent the day exploring change ideas and making plans for the new school year.

At the Northwest Regional Education Service District in Hillsboro, more than 30 educators gathered for the Early School Success (ESS) Summer Leadership Camp. The camp, the first of its kind offered by Children’s Institute, created a space to learn about the nuts and bolts of creating change at the school and district levels.

School teams from Beaverton, St. Helens, Forest Grove, and Lincoln County school districts attended the leadership camp and participate continually in ESS.

This image shows a group of educators in a room for ESS Leadership Camp.

Erin Lolich, who will oversee ESS starting September 1 as the director of school-based initiatives, said she wants school teams and principals to start the year with a strong understanding of improvement science and aligning preschool and elementary school systems.

“We want the best of what preschool and elementary school have to offer, and we want those learning experiences to be aligned,” she said. “To do that, we need to bring people together to explore what that looks like, practice decision making, and explore change ideas for their school community.”

“Improvement science is like a journey, it’s a framework we use to help change systems,” said Daniel Ramirez, senior improvement advisor for Community Design Partners, a long time CI partner for Early School Success. “It’s not necessarily a linear process. It can be very cyclical, but it keeps teams moving forward.”

This image shows Daniel Ramirez giving a presentation at ESS Leadership Camp.

The improvement process starts by defining problems. School teams explore how the existing system creates those problems, and then work to identify changes that will solve them. From there, changes need to be tested and evaluated for effectiveness. Once something is working, it needs to spread to other classrooms or schools.

The process sounds simple but takes time and intentionality.

Ramirez reminded educators that it’s possible to improve systems. “They can be redesigned,” he said. “But let’s remember that all change is not an improvement.”

This image shows a smiling group of CI Staff members standing in a line.

For a student, improvement and alignment can look like making sure the transition from kindergarten to first grade is smooth. “In a school with a new principal and for a student with a new teacher, it’s important we consider how students experience change,” Lolich said. “They need to know what they can count on when they come to school.”

District teams talked about bright spots and what they were looking forward to this fall.

In Beaverton, Superintendent Gus Balderas has committed to continued preschool expansion throughout the district. In Lincoln County, school leaders are working to locate area preschools inside school buildings.

This image shows a group of ESS participants from Beaverton School District.

The St. Helens team has gotten started on aligning curriculum from preschool through fifth grade.

This image shows a group of participants from the St. Helens School District.

The Forest Grove team discussed how to create a great learning environment for kids by focusing on social and emotional health.

“Social emotional work is so important,” said Rogelio Martinez, principal at Fern Hill Elementary in Forest Grove. “But doing it without a focus on race, culture, and ethnicity is white supremacy with a hug.”

This image shows a group of ESS participants from Forest School District.

Attention to identity and belonging was a theme for the day. “Exploring these are central to the work and key for educators as they work with children,” Lolich said.

In Beaverton, the power of play and using loose parts – a wide array of building and craft materials – is helping teachers and school leaders be more culturally responsive.

“Kids, parents, and teachers all have opportunities to learn and internalize the power of play,” said Monique Singleton, principal at Vose Elementary. “Parents learn to engage with their kids in new ways, teachers generate new ideas for instruction, and kids can better explore complex ideas like racism.”

Ellen Arnold, the assistant principal at Vose Elementary, said cultural responsiveness includes finding new ways to explore storytelling in new and dynamic ways. “We’ve introduced these ideas in our school,” she said, “now we need to grow opportunities for people to use it.”

“Prioritizing student identity and voice helps kids come to conclusions about things where using words might be more difficult,” Singleton said. “Play helps get to a deeper level of understanding, and stories create connection.”

That’s true for kids and adults.

Throughout the leadership camp, educators shared stories and perspectives with each other that explored identity, collaboration, and psychological safety. In some ways it all adds up to what Lolich described as “the art of teaming,” adults pulling together to reshape their school communities in ways that are best for young kids.

Ultimately, that’s what ESS is all about.

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