The First 10 Framework: Exploring Best Practices and Community Innovations

Moderated by Melissa Castillo, Ed.D., with the U.S. Department of Education, this conversation highlighted two communities — Conestoga Valley, Pennsylvania, and Woonsocket, Rhode Island — and explored the ways that they’re implementing the First 10 Framework in their schools.

Attendees first heard from David Jacobson, Ph.D., from the Education Development Center (EDC) and First 10 who discussed the First 10 initiative’s approach to creating effective school-community partnerships that support young children and families. The initiative, he explained, is based on three key ideas: a community-wide approach to the first 10 years of a child’s life; a comprehensive road map addressing teaching, family partnerships and services; and a strategic framework for planning and collaboration.

Jacobson explained that his 2019 study showcased how communities successfully addressed fragmented early childhood systems and implemented effective strategies. These approaches served as valuable models in the development of the First 10 framework used in the Woonsocket and Conestoga Valley communities.

“What’s exciting about Conestoga Valley and Woonsocket, in addition to the creative strategies that they’ve implemented, is how they’ve built such strong partnerships and the capacity to continue collaborating and innovating.” – David Jacobson 

Representing Woonsocket, Rhode Island, attendees heard from Beth Campanelli, M.S. CCC-SLP, with the Woonsocket Education Department and Erin Smith from Woonsocket Head Start Child Development Association. They discussed the importance of using the First 10 framework to build relationships with families in the community. A central component of this relationship building in Woonsocket is their “play and learn” sessions, which target children not enrolled in preschool, offering them an early introduction to school in a supportive, low-pressure environment. Encouragingly, Smith mentioned, these sessions have contributed to 41% of the children enrolling in school the following year. In addition to the high enrollments, the play and learn sessions allow for parent engagement and support:

“The parents get to know each other and help each other. They’re helping each other with carpool, which then [contributes to strong] attendance. Parents know that if they’re having trouble, they’ll always be able to get their child to school. They’ve made some really nice connections.” – Erin Smith

Also pivotal to the work is the “Passport to Kindergarten” program that was introduced in Woonsocket in 2023. The program, Campanelli explained, involves six events held at the district’s six elementary schools that are designed to familiarize children and families with the school environment through engaging, positive activities. Using a “passport” theme, children rotate through stations with activities focused on early literacy, motor skills and socialization, and receive materials to take home to continue learning.

Attendees then heard from Michelle Trasborg and Jill Koser, Ed.D., from the Conestoga Valley School District who discussed the work being done in their Pennsylvania community.

Koser began by explaining the social and ethnic diversity that has developed within the past two decades in Lancaster, which, as she describes, has become one of their greatest strengths and assets in the community. In the Conestoga Valley school district alone there are more than 40 languages and dialects spoken. This diversity amplifies the need to ensure that all students have access to successful and equitable learning opportunities, leading to the prioritization of incorporating First 10.

Trasborg continued by lifting up the First 10 and kindergarten transition components in the “Kindergarten Express.” It is a six-step framework that includes events such as play and learn sessions, meet-and-greets and a kindergarten showcase, which are all designed to reduce anxiety, foster relationships and prepare families for school.

Speaking to these opportunities were two Conestoga Valley parents, Mehmet and Ecem Ciklaiblikci, who emigrated from Turkey and navigated the enrollment and orientation process with their child. Initially shy and worried about the language barrier, their child soon benefited greatly from the orientation activities, teacher and student meet-and-greets, and campus walk throughs. These steps, Ecem explained, helped them and their son feel prepared for his new school:

“We met his teacher and gave her information about him, and he had the opportunity to get to know his classmates. I wasn’t worried about him on the first day of school because he knew what to expect.” – Ecem Ciklaiblikci