The Illinois State Board of Education believes that a high-quality, intentionally aligned education system from birth to third grade is essential for the success of the State’s highest-need children and is committed to ensure a high-quality, comprehensive system of teaching, learning, and support for children from birth through third grade. In order to more effectively serve Illinois children and families, the State is aligning and transforming state and local systems to assure collective impact across service sectors.
The mission of B-3 state supports is to strengthen Preschool Expansion communities’ ability to develop a high quality, intentionally aligned education system from birth-to-third grade. This is accomplished through one or more B-3 approaches led by a team of community stakeholders. To see how your community aligns with the B-3 strategies communities can use the B-3 Self-Assessment and Action Planning Guide.
***Please note that included materials are not comprehensive nor endorsed by this project.***
To strengthen education, supports and services for children and families from early childhood programs into early elementary settings.
Including assistance in obtaining health, mental health and dental services, nutrition services and education, and linkages to other community services.
Schools and engaged families partner in children’s formal education such as school-parent communication about school programs and students’ progress, involving parents in school decision-making and school-community collaborations.
Increased access to early childhood programs and smooth transitions that focus on the continuum provided to each child and sustain gains into the early grades.
To ensure highly-effective teaching staff whose professional development is aligned from birth through third grade and is grounded in child development and effective instructional practices.
To represent a coherent system with shared expectations for student growth and a focus on both academic and social-emotional skills, support a wide range of development, and are reflective of children’s families and cultures.
Sharing assessment practices and data across the full early childhood continuum with particular focus on the implementation of the KIDS.
Using meaningful child-based assessments and program data to drive instruction, identify achievement gaps, allocate resources, and determine areas for professional development.