Across the United States, there is a growing recognition that early education and K-12 systems require transformative changes to address racial, ethnic, linguistic and economic disparities in school readiness and success.
Prenatal-through-Grade-3 (P-3) initiatives address these disparities by coordinating, strengthening and aligning fragmented support systems for families and children from birth through third grade.
These increasingly popular initiatives:   Are based on accumulating evidence that standalone early childhood and school-based programs are not sufficient to sustain long-term success for children facing early childhood inequities Take a collective impact approach that brings families, early childhood providers, K-12 staff and other partners together to work toward the shared goal of improving school readiness and success Build on the strengths of diverse programs and partners, identifying and addressing gaps in the system of supports and working together — rather than in isolation — to foster school readiness and success Since 2010, Portland State University’s P-3 evaluation team has partnered with Oregon communities to collect information on the implementation and outcomes of P-3 initiatives. In reviewing this information and related national research, we have identified two sets of key elements for successful P-3 initiatives. Foundations are the basic functional elements needed to establish a successful P-3 initiative. Catalysts are elements that promote and sustain the initiative’s progress toward improving educational systems, programs and outcomes. 
Using a school bus as an analogy, foundations are functional features such as the tires, seats, and engine and travel route. Catalysts are energizing factors that move the bus from point A to point B, such as fuel, a driver and a feedback system that provides information on course corrections and progress toward the destination.
This summary describes both types of elements and offers examples of their use in P-3 work. We believe this framework provides a useful set of organizing principles to maximize the effectiveness of P-3 initiatives

Burton, Mackenzie

Green, Beth L.

Lambarth, Callie H.

Patterson, Lindsey Brianna

Reid, Diane

English

Across the United States, there is a growing recognition that early education and K-12 systems require transformative changes to address racial, ethnic, linguistic and economic disparities in school readiness and success

Beth L. Green

Callie H. Lambarth

Diane Reid

Lindsey Patterson

Mackenzie Burton

IssueLab

Building Successful P-3 initiatives: Foundations and Catalysts for Systems Change

PDXScholar (Portland State University)

Building Successful P-3 Initiatives: Foundations and Catalysts for Systems Change

Center for Improvement of Child & Family ServicesAUGUST 2018Prepared byLindsey Patterson Beth L. Green Callie H. Lambarth Mackenzie BurtonDiane ReidEXECUTIVE SUMMARYBUILDING SUCCESSFUL P-3 INITIATIVES Foundations and Catalysts for Systems ChangeRECOMMENDED CITATION FOR THIS REPORTPatterson, L., Green, B. L., Lambarth, C. H.,  Burton, M. & Reid, D. (2018). Executive summary: Building successful P-3 initiatives: Foundations and catalysts for systems change. Portland, OR: Center for Improvement of Child & Family Services, Portland State University.Center for Improvement of Child & Family ServicesThe mission of The Oregon Community Foundation is to improve lives for all Oregonians through the power of philanthropy. We work with individuals, families, businesses and organizations to create charitable funds — more than 2,800 of them — that support the community causes they care about. These funds support the critical work that nonprofits are doing across Oregon. Through these funds, OCF awarded more than $118 million in grants and scholarships in 2017.A child’s first five years are critical to success in school and in life. OCF has made these early years a major focus of its work for more than two decades, with the goal of making sure that all Oregon children arrive at school ready to learn.The Center for Improvement of Child & Family Services integrates research, education and training to advance the delivery of services to children and families. The CCF research team engages in equity-driven research, evaluation and consultation to promote social justice for children, youth, families and communities. 1 BUILDING SUCCESSFUL P-3 INITIATIVESFoundations and Catalysts for Systems Change PREPARED FOR THE OREGON COMMUNITY FOUNDATION BY LINDSEY PATTERSON, BETH L. GREEN, CALLIE H. LAMBARTH,  MACKENZIE BURTON & DIANE REID: CENTER FOR IMPROVEMENT OF CHILD & FAMILY SERVICES, PORTLAND STATE UNIVERSITYEXECUTIVE SUMMARY:  Foundations are the basic functional elements needed to establish a successful P-3 initiative.  Catalysts are elements that promote and sustain the initiative’s progress toward improving educational systems, programs and outcomes.Using a school bus as an analogy, foundations are func-tional features such as the tires, seats, engine and travel route. Catalysts are energizing factors that move the bus from point A to point B, such as fuel, a driver and a feedback system that provides information on course corrections and progress toward the destination. This summary describes both types of elements and offers examples of their use in P-3 work. We believe this framework provides a useful set of organizing principles to maximize the effectiveness of P-3 initiatives.FOUNDATIONS FOR SUCCESSWe have identified six foundations for P-3 work:1 Stakeholders with a strong understanding of the P-3 approach 2 Dedicated, willing leadership3 Effective collaborative teams4 A shared vision for long-term success5 An informed action plan6 Meaningful inclusion of family and staff voiceINTRODUCTION AND OVERVIEWAcross the United States, there is a growing recognition that early education and K-12 systems require transfor-mative changes to address racial, ethnic, linguistic and economic disparities in school readiness and success.a-hPrenatal-through-Grade-3 (P-3) initiatives address these disparities by coordinating, strengthening and aligning fragmented support systems for families and children from birth through third grade.e, h-o These increasingly popular initiatives:  Are based on accumulating evidence that stand-alone early childhood and school-based programs are not sufficient to sustain long-term success for children facing early childhood inequities   Take a collective impact approach that brings families, early childhood providers, K-12 staff and other partners together to work toward the shared goal of improving school readiness and success   Build on the strengths of diverse programs and partners, identifying and addressing gaps in the system of supports and working together — rather than in isolation — to foster school readiness and successSince 2010, Portland State University’s P-3 evaluation team has partnered with Oregon communities to collect information on the implementation and outcomes of P-3 initiatives. In reviewing this information and related national research, we have identified two sets of key elements for successful P-3 initiatives.2 independently and lack knowledge of one another. Therefore, it is very important for P-3 partners to learn about each other’s programs, practices and goals; identify common ground; and establish respectful and trusting relationships.Foundation 4: A Shared Vision for Long-Term SuccessP-3 work should be guided by a clear vision statement that all cross-sector partners understand and can articulate. Without a shared vision, it will be harder to prioritize needs and make strategic decisions. A shared vision provides the big picture from the outset; this ensures that each partner sees clearly how their orga-nization or professional role will support this vision and keeps them engaged in the collaborative work.h Foundation 5: An Informed Action Plan A common pitfall in P-3 work is jumping to implementa-tion without carefully planning and prioritizing resources and activities. To avoid this, an action plan should be organized around the vision statement. It should detail task responsibilities and timelines, as well as necessary resources and how they will be obtained. It should also be informed by data and information reflecting multiple voices and perspectives, especially from early learning providers, K-12 staff and families (see Foundation 6). Foundation 6: Meaningful Inclusion of Family and Staff VoiceAn informed action plan incorporates the perspectives of the families, teachers and early learning provid-ers who are most likely to be affected by P-3 work. Implementing strategies without guidance from these stakeholders can have negative consequences, which Foundation 1: Stakeholders with a Strong Understanding of the P-3 Approach Clearly defining the P-3 approach is an essential early task for the leadership team. From the outset, success-ful P-3 initiatives strive to build a shared understanding of the P-3 framework and goals.These efforts should reinforce the message that P-3 is not a single program. Rather, it is about connecting the dots between early childhood, K-12 and other support systems. P-3 initiatives that lack this core understanding risk overlooking the transformative potential of the P-3 approach — namely, its focus on building systems, part-nerships and connections that support children’s devel-opment and address disparities in school readiness.Foundation 2: Dedicated, Willing Leadership P-3 work is typically led by a collaborative leadership team and involves a broad array of community partners. Ideally, this team should have at least a few early cham-pions from the K-12 and early learning sectors who are dedicated to bridging these sectors and to investing time and resources in collaboration. Trying to advance P-3 work without buy-in and leadership from a school district, principal or early learning partner is difficult, if not impossible. Teams that start by finding early cham-pions coalesce more readily. These champions can also build momentum by increasing buy-in from peers. Foundation 3: Effective Collaborative TeamsEffective P-3 teams are characterized by strong admin-istrative and relational capacity. Administrative capacity includes:  Leadership that shares power and defines decision-making processes  Infrastructure for communication and logistics  A clear understanding of partner roles and how collaboration serves organizational goals p, q Relational capacity is the ability to establish trust and a sense of allyship that fosters long-term sustainability. Members must navigate tensions between organiza-tional self-interest (leaders’ allegiance to their own organization) and collaborative self-interest (allegiance to collaborative work). p, q Although some organizations may have a shared history, P-3 partners often operate HOW ONE COMMUNITY DEFINES P-3 WORK[We are] thinking about how we integrate other programs and partners …how do they work together? How do we holistically meet the needs of families — not just providing programs, but how do we provide a better network of supports for families?”“ 3 Catalyst 1: Capacity to Support P-3 WorkBuilding P-3 foundations takes time, resources and effort. P-3 leaders typically have a full plate even with-out these added demands. The most successful P-3 initiatives have been supported by additional resources, including dedicated staff time to advance the work.Having a key individual be responsible for basic organi-zational tasks — such as scheduling cross-sector meet-ings and communications — is critical. It is also helpful if this person can oversee the implementation of the action plan. Communities that have identified and used resources to build this capacity have been better able to move from planning to implementation.rCatalyst 2: IntentionalityIn the P-3 context, intentionality is defined as a focused, strategic approach to partnership development, plan-ning and implementation. Intentional P-3 initiatives maintain a sharp focus on short- and long-term objec-tives while remaining flexible enough to respond to lessons learned and contextual changes. In particular, P-3 work requires an intentional focus on racial, ethnic and other disparities in order to drive prog-ress toward equity. Reducing disparities in outcomes is often more difficult, or at least requires a different approach, than improving outcomes for all. Given the scope of possible P-3 work, ensuring that efforts align with community priorities is essential to staying focused on the most important issues.include low participation by families and staff, as well as implementing strategies that are not valued or that conflict with existing practices or cultural beliefs. P-3 leaders must create opportunities for this input to shape initial planning.j, l Early work should explicitly address how ongoing input from these groups will be incorporated, especially if they are not initially at the table. Options include parent focus groups, Community Cafés and one-on-one outreach. Building P-3 FoundationsCommunities that have been able to build these foun-dations more quickly have proceeded more directly to implementing effective P-3 strategies. Depending on their individual history, context and partnerships, communities will develop these foundations at different times and in different ways. Moreover, this foundational work is seldom finished. Even communities that have been engaged in P-3 work for many years continue to revisit these elements as they incorporate new partners, build new relationships and governance structures, and refine and re-prioritize their action plan. CATALYSTS FOR CHANGEWe have identified three catalysts for P-3 initiatives:1 Capacity to support P-3 work2 Intentionality3 Ongoing, data-informed shared learningSHARED DECISION-MAKING Our Community Cafés have really been a very strong process for focusing in on two or three specific goals. When we work together with partners and parents in the decision-making process, it makes them feel more involved and have a better understanding of what we’re trying to do. Before, [ partners were ] involved through background listening — [ they were ] outside looking in. Community Cafés involve them in the decision-making process.”“4 Catalyst 3: Ongoing, Data-Informed Shared LearningThe value of collecting and using community-specific data has been noted by other researchers.e, h, k, l, s, t We define this catalyst more broadly to include a commit-ment to shared learning and data-informed decision-making. This may include traditional data collection, synthesis and review; the use of published and unpub-lished research on effective P-3 practices; and formal and informal sharing of P-3 strategies and lessons learned. This can prevent the implementation of strate-gies that are either unnecessary or unlikely to engage participants. It can also focus resources where they are most needed and identify areas for improvement.Utilizing P-3 CatalystsP-3 initiatives in which the collaborative environment is energized by these catalysts can build more quickly on initial successes and move more quickly toward desired outcomes. They can also avoid false starts, failures and wasting resources on activities that are unlikely to achieve meaningful change. When ongoing attention is paid to these catalysts, P-3 work is more likely to become a sustainable community-driven endeavor that achieves lasting changes in the systems that support families and children from birth to grade 3.CONCLUSION Although P-3 initiatives hold significant promise for improving and sustaining school success, achieving ambitious goals requires considerable time, commit-ment and resources. We believe that by establishing each of the six foundations and embedding all three catalysts in P-3 work, communities will move more effectively toward system changes that reduce dispari-ties and improve school readiness and success.Funders, policymakers and other key leaders investing in the P-3 approach should understand its scope and complexity and have realistic expectations. Instead of focusing on immediate service delivery outcomes, they should invest in helping communities build the founda-tions and catalysts needed to implement P-3 work in a focused and strategic way, moving steadily toward short-term successes that will in turn serve as building blocks for long-lasting and meaningful changes in the lives of Oregon’s children and families.REFERENCESa. Gomez, R. E. (2016). Sustaining the benefits of early childhood education experiences: A research overview. VUE, 43, 5-14. http://vue.annenberginstitute.org/issues/43b. Halle, T., Forry, N., Hair, E. C., Perper, K., Wandner, L. D., Wessel, J., & Vick Whittaker, J. (2009). Disparities in early learning and development: Lessons from the Early Childhood Longitudinal Study — Birth Cohort (ECLS-B). Washington, DC: Child Trends.c. Heckman, J. J. (2011). The economics of inequity: The value of early childhood education. American Educator, 35, 31-35, 47. d. Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4-14. https://doi.org/10.1037/a0027238e. Marietta, G. (2010). Lessons for preK-3rd from Montgomery County public schools: An FDC case study. New York: Foundation for Child Development. f. Mulligan, G. M., Hastedt, S., & McCarroll, J. C. (2012). First-time kindergartners in 2010-11: First findings from the kindergarten rounds of the Early Childhood Longitudinal Study, kindergarten class of 2010-11 (ECLS-K:2011). Washington, DC: U.S. Department of Education. https://nces.ed.gov/pubs2012/2012049.pdfg. Sigler, M. K. (2016). Expanding transition: Redefining school readiness in response to toxic stress. VUE, 43, 37-45. http://vue.annenberginstitute.org/issues/43h. Waters Boots, S. (2013). Leading the way: Innovative birth-through-third-grade practices in three communities. Washington, DC: Anonymous Funder.i. Jacobson, D. (2016). Building state P-3 systems: Learning from leading states. New Brunswick, NJ: Center on Enhancing Early Learning Outcomes. j. Manship, K., Farber, J., Smith, C., Drummond, K. (2016). Case studies of schools implementing early elementary strategies: Preschool through third grade alignment and differentiated instruction. Washington, DC: U.S. Department of Education. http://www2.ed.gov/rschstat/eval/implementing-early-strategies/report.pdf k. Ullrich, R. & Adamu, M. (2016). A different way of doing business: Examples of pre-K to third grade alignment in practice. Washington, DC: Center for American Progress. https://cdn.americanprogress.org/wp-content/uploads/2016/01/12043721/Pre-3Alignment.pdfl. Fain, A. & Eason Contreras, D. (2016). Collaborating for seamless transitions from early childhood education into elementary schools in Tulsa, Oklahoma. VUE, 43, 16-26. http://vue.annenberginstitute.org/issues/43m. Kagan, S. L. & Neuman, M. J. (1998). Lessons from three decades of transition research. Elementary School Journal, 98(4), 365-379. https://doi.org/10.1086/461902n. Mangione, P. L. & Speth, T. (1998). The transition to elementary school: A framework for creating early childhood continuity through home, school and community partnerships. Elementary School Journal, 98(4), 381-397. https://doi.org/10.1086/461902o. McCormick, M., Hsueh, J., Weiland, C., Bangser, M. (2017). The challenge of sustaining preschool impacts: Introducing ExCEL P-3, a study from the Expanding Children’s Early Learning Network. Los Angeles: MDRC. https://www.mdrc.org/sites/default/files/ExCEL_SustainingPreschoolImpacts.REV_.pdfp. Foster-Fishman, P. G., Berkowitz, S. L., Lounsbury, D. W., Jacobson, S., & Allen, N. A. (2001). Building collaborative capacity in community coalitions: A review and integrative framework. American Journal of Community Psychology, 29(2), 241-261. q. Zakocs, R. C. & Edwards, E. M. (2006). What explains community coalition effectiveness?: A review of the literature. American Journal of Preventive Medicine, 30(4), 351-361. https://doi.org/10.1016/j.amepre.2005.12.004r. Lambarth, C., Green, B., Burton, M., & Patterson, L. (2015). OCF P-3 cross-site key stakeholder interview summary. Portland, OR: Center for Improvement of Child & Family Services, Portland State University.s. SRI Education. (2016). Improving early literacy in preK-3: Lessons learned: The McKnight Foundation Pathway Schools Initiative: Phase I report. https://www.sri.com/sites/default/files/publications/pathway_schools_initiative_phase_i_case_study_final_august_2016_1.pdf t. Zellman, G. L., & Kilburn, M. R. (2015). Final report on the Hawai’i P-3 evaluation. Santa Monica, CA: RAND Corporation.Center for Improvement of Child & Family Services

Building Successful P-3 Initiatives: Foundations and Catalysts for Systems Change Executive Summary

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Building Successful P-3 Initiatives: Foundations and Catalysts for Systems Change

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