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A 50-Year Journey and Beyond

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A 50-Year Journey and Beyond A 50-Year Journey and Beyond Head Start’s war on poverty continues today | Lilly B. Irvin-Vitela his year marks the 50th Today, Head Start continues to hold development outcomes. Now, 50 anniversary of Head Start in up as a way to overcome the disad- years later, Early Head Start, Head the United States. It remains vantages in educational, develop- Start, Tribal Head Start, and one of the most effective set mental, and health outcomes that Migrant and Seasonal Head Start in Tof policies and practices in the war often accompany poverty and lack Wisconsin continue to deliver on our on poverty. There is much to cele- of access to resources. This two-gen- promise to children and families. brate, not the least of which has eration model still serves effectively been our ability in the Head Start to achieve prevention and early | A Shared Responsibility community to prevent Head Start intervention goals. Head Start and Early Head Start from succumbing to a war on those Head Start’s commitment to the have persisted in being a place to in poverty. whole child and the whole family refine best practices, develop an At its inception, Head Start was within the context of their commu- evidence-base for high-quality early designed to be a child, family, and nity and culture has proven to be a childhood and family service, and community strengthening approach. bedrock of positive child and family build relationships with others who Lady Bird Johnson, the First Lady, is shown reading to children enrolled in Project Head Start at Kemper School in Washington, DC, in March 1966. Head Start programs began in the summer of 1965 as part of President Lyndon Johnson’s War on Poverty. Early Head Start was added in 1994. Head Start has served more than 30 million children since 1965, growing from an eight-week demonstration project to include full-day/ full-year services and many program options. 16 | WISCONSIN SCHOOL NEWS care about young children and their system. From shared efforts on families. developmental screening and transi- The most important relationships tions to contracted delivery of 4-K Head Start has built have been with services and shared professional the families within Head Start. From development, the journey toward working together to address specific high-quality service delivery and child and family goals to parent exceptional outcomes has been a leadership on policy councils, school road traveled with friends and part- readiness committees, health advisory ners. Together we work to under- committees, and other program level stand the unique assets, needs, and decision-making, parents are never opportunities for overcoming the underestimated as the essential challenges that poverty present. partner in positive outcomes for their children. | Work to Do In Wisconsin, another important Unfortunately, 50 years later, partnership has been with the K-12 Wisconsin still has huge disparities Head Start’s commitment to the whole child and the whole family within the context of their community and culture has proven to be a bedrock of positive child and family development outcomes. For more information on the Parent Family Community Engagement Framework, visit http://bit.ly/headstart-framework Join in the Effort Throughout 2015, the Wisconsin Head Start Association (WHSA) will be celebrating, asking hard questions, and planning for ongoing action. WHSA encourages K-12 school leaders to join in these activities. WHSA is hosting its annual conference Feb. 22-25 in Wisconsin Dells. The theme this year is ABCs of Head Start: Advocating, Believing, and Changing Lives for 50 Years! WHSA will hold a mini-conference called Finding Your Way on May 20. This event will focus on the Parent Family Community Engagement Framework and Asset Based Community Development. This too is an opportunity for K-12 and early childhood partners to join the WHSA in strengthening collaborations that benefit children and families. For more information, visit http://whsaonline.org. JANUARY-FEBRUARY 2015 | 17 in long-term educa- passionate public policy efforts that be to support children in achieving tional and health drew from the expertise of the their optimal potential and making outcomes for those medical, educational, and commu- contributions to our communities. in poverty. This is nity development professionals. not simply an issue Our democracy cannot withstand | A Unified Approach of personal respon- huge sectors of our community Head Start has developed a Parent sibility for those who are of low-in- struggling to meet basic needs and Family Community Engagement come. It’s also an issue of public unable to expend energy to partici- Framework that can serve as a tool for policy and public will. pate in civic life. A core strategy for Looking back 50 years ago, redressing this inequity must be a Head Start and our community part- poverty was understood as a threat shared and unrelenting commitment ners to strengthen our collective work. to our democracy and our humanity. to partner in deep and meaningful It challenges us to think deeply and It remains a threat today. With the ways with parents and families of work systematically to be accountable launch of Head Start in 1965, that young children. The earlier we do to child and family outcomes. threat was met with wise and com- this, the better prepared we will all The framework includes The Ceremony for National Head Start Day on June 30, 1965, at the White House — right to left: Sargent Shriver, director of the Office of Economic Opportunity; Lou Maginn, director of a Head Start project in Vermont; Lady Bird Johnson; entertainer Danny Kaye; and Mr. Shriver’s sons Robert and Timothy. Learn more through the Head Start Interactive Timeline on the Education Week website: http://bit.ly/headstart-timeline. Stand Up. The WASB’s Stand Up for Public Education campaign helps local school districts spread the word about their student’s successes and how they benefit their communities. Share your stories and learn about the great things happening in public schools across Wisconsin. Visit WASB.org today to share your success stories. Stand Up for Public Education | 608-257-2622 | 877-705-4422 | Visit wasb.org 18 | WISCONSIN SCHOOL NEWS Head Start in Action According to the Wisconsin Head Start Association, the state is home to 42 Head Start and 20 Early Head Start programs operated by 44 unique organizations. CESA 11 operates and resources and strategies to actively oversees Head Start in northwest Wisconsin. Programs in Chippewa promote family leadership, well- Falls, Menomonie, Rice Lake and others help prepare hundreds of being, and positive parent-child low-income children and their families to be successful in public school. relationships. It pushes professionals “The goal of Head Start is to get children who are living in poverty to to understand the role of families as a good transition to public school,” said Sharon Glessing, Head Start life-long learners and educators and Director at CESA 11. Research shows that children from low-income households start to support their leadership and school with about a six-month skills gap behind their peers. Children relationship building with each other from low-income households may also be less likely to have parents and the broader community. Chil- with the time, resources and ability to read stories and engage in other dren thrive when their families developmentally stimulating activities. thrive. Children are more likely to be Head Start programs try to erase the disadvantage that many chil- successful as life-long learners if that dren from low-income families face before even starting school. In Head is being modeled for them at home, Start programs, children ages birth to three are enrolled in Early Head at school, and in the community. Start and three to school age in Head Start. The typical Head Start This unified approach to working program is three and half hours long and held four days a week. with and on behalf of children and CESA 11 has been able to expand many of its programs to a six-hour families is something that most day, which benefits the children and families. communities strive to do. So, why “We try to develop school readiness skills,” Glessing said. aren’t we achieving the outcomes “These include not just the ABCs and colors but also important skills that all children and families like self-regulation and social skills.” N deserve? The answer to that will vary from community to community, but we must ask ourselves and one another hard questions. What else do children and fami- lies need and deserve from all of us? What of our work is good and effec- tive and needs greater time and focus? What of our work is well-in- tentioned but not as fruitful? What changes do we need in policies and practices both within our organiza- tions and agencies and within our state to respond to the opportunities to better partner with families in the service of Wisconsin’s children? And, finally, what will it take over the course of the next 50 years to be able to look back and celebrate? n Lilly B. Irvin-Vitela, MCRP is executive director of the Wisconsin Head Start Association. JANUARY-FEBRUARY 2015 | 19.
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