Transcript mnprek-3.wdfiles.com

Building and
Improving Your
PreK-3rd Grade
Systems
MNAFEE
Education Minnesota
Minnesota Department of Education
Complete Pretest
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Objectives
• Convey the momentum behind the PreK-3rd
Grade learning continuum.
• Define what PreK-3rd Grade is and what it is
not.
• Use the Framework for Planning,
Implementing, and Evaluating PreK-3rd Grade
approaches for reflection, self-evaluation, and
improvement of Prek-3 systems.
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Objectives
• Use information learned about national
and state efforts in Minnesota and other
states to support the implementation of
PreK-systems.
• Apply concrete strategies to improve or
build PreK-3 system in local area/school
district programs.
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Nuts & Bolts
Find your partner who has the nut or bolt
that fits with yours
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Questions to Discuss
How do you define Early Education?
Why is PreK-3 important?
What is important when you think about PreK –
3rd Grade alignment?
What are the commonalities you have with your
partner?
Why Do This Now?
• Research shows that if a child does not
attain a solid educational foundation in
reading by Third Grade, he or she will
struggle for the rest of their lives.
• Research also shows that the cornerstone
of a successful education is the learning
that takes place from PreK through Third
Grade.
Melvin Carter – MDE Director
of the Office of Early Learning
Who is Responding….
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Principal Associations/ PreK-3 Wiki
Momentum: PreK-3rd Grade in Minnesota
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Minnesota PreK-3rd Grade Efforts
• Striving Readers Comprehensive Literacy work
– Developed a comprehensive Birth – Grade 12 Literacy Plan
• Minnesota Blueprint for Literacy: Achieving Success for 21st
Century Learners
• Several accompanying tools and resources
• Harvard PreK-3rd Grade Institute
• 2011 Education Bill
– Reading Well by Grade 3; Local Literacy Plan; Literacy Incentive Aid
• Office of Early Learning
– Race to the Top – Early Learning Challenge, Dec. 2011
• PreK-3rd Grade Conferences
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Minnesota PreK-3rd Grade Efforts
PreK-3rd Grade Harvard Institute, May 2011
• Cross-Sector State Level Team (MDE, United Way, St.
Paul, Brooklyn Center, MN Reading Corp, Bloomington)
• Developed Minnesota PreK-3rd Grade Theory of Action
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2.
3.
Build statewide capacity for communities in partnership with local
school districts, to plan and implement an aligned and systemic PreK3 framework in all current and future work
Build statewide capacity for leaders to provide on-going, jobembedded training and education for both early childhood and early
elementary teachers, superintendents, principals, school boards,
instructional leaders, early learning center directors, community
organizations, and families
Scientific Principles of Implementation
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Minnesota PreK-3rd Grade Efforts
Minnesota OEL and the National Governors Association
Policy Forum on Raising 3rd Grade Reading Proficiency –
September, 2013
• Key decision makers gain a common understanding and
greater awareness of current OEL/MDE work
• Prioritizing of a PreK-3rd Grade framework and aligning
policy to support the framework
• Buy-in for the need to support a cohesive, seamless PreK3rd Grade framework in order to achieve third grade reading
proficiency
• Establishment of a common messaging strategy for raising
reading proficiency by 3rd Grade across all stakeholder
groups and initiatives
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Minnesota PreK-3rd Grade Efforts
PreK-3rd Grade Leadership Institute
– MDE, Greater Twin Cities United Way, Minnesota
Elementary School Principals Association (MESPA)
– January – March – April – June of 2014
– Kristie Kauerz, Lead Facilitator
FOCUS:
• KK’s Framework for Planning, Implementing and Evaluating PreK-3rd
Grade Approaches
• Science of Implementation (SOI)
• Integration of Current and Planned Programming and Services (RTT)
• Identification and Sharing of Local Exemplary Community-Based
Models
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Minnesota PreK-3rd Grade Efforts
PreK-3rd Grade Leadership Institute
GOALS:
• To support and expand education and community leaders’ knowledge of
developmentally appropriate educational practices across the PreK-3rd
continuum with a focus on sustainable implementation of an aligned
PreK-3rd Grade system.
• To enhance early childhood educators’ understanding of the structure
and culture of elementary schools and to enhance elementary school
educators’ understanding of the structure and culture of early childhood
education
• To define and inform the creation of coherent local pathways from early
childhood programs into the early elementary grades in the communities
served by Leadership Institute participants
• To create positive relationships and professional learning communities
among early childhood educators and elementary school leaders
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rd
PreK-3
Grade
It is NOT
• One particular model
• A short-term “initiative
• Just an effort to expand access to high-quality
preschool
• Just traditional “transition” efforts of children moving
from preschool to kindergarten
• A collection of events unrelated to each other and not
tied to meaningful change of children’s opportunities to
learn
• An effort to improve only PreK programming
It is…
PreK-3rd Grade
•A long term initiative that involves many
stakeholders
• A planned, coordinated and collaborative effort
• Improvement at each level and across levels
• Variables such as: implementations, schedules
or pace, scope, and focus may be different.
• A focus on all levels with an emphasis on
maintaining developmentally appropriate
practices
Defining PreK-3rd Grade Approaches
PreK-3rd Grade is the continuum of
learning that spans the traditional
boundaries of pre-school learning
opportunities (birth-to-five) and
the early grades (K-3).
Kristie Kauerz
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“Smart investment in
early childhood
requires a twopronged approach:
deep learning
experiences in the
birth-to-five years
and improvements in
the early grades of
elementary school.”
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Quality Continuum of Learning
"to expect effects to be sustained throughout
childhood and adolescence, at their initial
high levels, in the absence of continued high
quality schooling is to believe in magic”
- Jeanne Brooks Gunn (2003).
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PreK-3 Improves Each Grade Level
and Aligns Across Grade Levels
3rd
Grade
Within
2nd
Grade
Within
1st
Grade
Within
PreK
Within
Within
0-3
Full
Day K
Within
Kauerz, 2011
Across
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Horizontal Alignment of
PreK Part
Kindergarten
Head
Start
Child
Care
State
Funded
PreK
Families
Vertical Alignment
3rd
grade
2nd
Grade
Across
1st
Grade
Full
Day K
Pre-K
0-3
Small Group Share
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Break?
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Kristie Kauerz,
Research Assistant Professor
at the University of Washington
Julia Coffman,
Founder and Director of the
Center for Evaluation Innovation
Funded by the
Foundation for Child Development,
the W.K. Kellogg Foundation, the W.
Clement and Jessie V. Stone
Foundation, and the Bill & Melinda
Gates Foundation
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Comprehensive
PreK-3rd Grade
Approach
Cross-Sector Work
GOAL
Mechanisms, resources, and structures exist
that reflect, support, and sustain shared vision
collaborative relationships, and mutual
accountability between 0-5 and K-12.
STRATEGIES
• Governance
• Strategic Planning
• Funding
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Hawai’i P-3 Initiative
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Dr. Robert Musgrove, President
Pine Technical College
Cross Sector Discussion
Governance
Strategic Plans
• Who are your partners in
your PreK-3rd work?
• Do you have
representation on other
recognized committees?
• Describe your established
PreK-3rd leadership group
vision and strategic plan
Funding
• How have you generated,
aligned and maximized
resources?
Teacher Effectiveness
GOAL
Teachers are actively dedicated to providing
high-quality instruction and effective learning
experiences for all children, PreK-3rd Grade.
STRATEGIES
• Focus on Instruction
• Visible Practice
• Work as Teams
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Randy Koch, Principal on Special Assignment,
Michelle Trelstad, Community Education Director,
Brooklyn Center Public Schools
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Marilee Christensen-Adams, Community Educaiton Assistant Manager
Dr. Mary Wolverton, Associate Superintendent-Elementary Education,
District 11
Learning Environment
GOAL
The physical space and emotional environment
(campuses, buildings, schools, and
classrooms) promote collaborative
relationships, actively engage all children in a
variety of learning experiences and settings,
and support the health and wellness of
children and adults.
STRATEGIES
• Culturally Inclusive
• Promote Relationships
• Structured to Support Diverse Learners
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TACSEI in MN
What Does the CLASS* Measure?
(Classroom Assessment Scoring System)
Emotional
Support
Classroom
Organization
Instructional
Support
Positive Climate
Behavior Management
Negative Climate
Concept
Development
Productivity
Teacher Sensitivity
Regard for Student
Perspectives
Quality of Feedback
Instructional Learning
Formats
Language Modeling
Toddler CLASS
• Intended for classrooms with children
between 15 and 36 months
• 7 Dimensions
– Positive Climate
– Negative Climate
– Teacher Sensitivity
– Regard for Child Perspectives
– Behavior Guidance
– Facilitation of Learning and Development
– Language Modeling
Continuity and Pathways
GOAL
Every child, especially those most at risk for
school failure, has access to a continuity of
services and a clear pathway of high-quality
education from PreK-3rd Grade.
STRATEGIES
• Access/Continuity of Services
• PreK-3rd Grade Pathways
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Continuity and Pathways
Activity
• Read over your scenario
• Define the risk factors for
the children in the
scenario
• Identify adult
“stakeholders” and
assume that role
• On the chart paper on
your table, create a
timeline:
– Birth, 18 mon, 3 years,
4 ½ years, 6 years, 7 ½ years
To ensure that children in the
scenario have access to high quality
learning opportunities birth to grade
3…
• What policies, practices, and
resources need to be in place
(from your stakeholder
perspective)?
– Currently in place
– What you wish were in place
• Create a stable pathway of these
opportunities
• Using a post-it, note the smooth
pathway of policies, practices and
resources at the timeline touchpoints
Recap
• National & Local
Initiatives
• Horizontal and Vertical
Alignment
• Cross Sector
• Teacher Effectiveness
• Learning Environments
• Continuity & Pathways
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Comprehensive
PreK-3rd Grade
Approach
Administrator Effectiveness
GOAL
Administrators (district superintendents,
school principals, early childhood directors)
actively create a culture and organizational
structures that ensure the quality of PreK-3rd
Grade learning.
STRATEGIES
• Visible Leadership
• Foster Teamwork
• Instructional Leadership
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Dr. Julie Olson,
Director of Elementary Education
District 196
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Administrator Effectiveness
• Who is leading the PreK-3 efforts in your
district/program?
• Who are the major stakeholders in your
community?
• Do you feel adequately prepared to lead
PreK-3 efforts in your program?
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Instructional Tools
GOAL
Standards, curricula, and assessments focus
on both academic and social-emotional
skills, and are aligned to create instructional
coherence, PreK-3rd Grade.
STRATEGIES
• Standards
• Curricula
• Assessments
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Early Childhood Indicators of Progress:
Minnesota’s Early Learning Standards for
Birth-3 and 3-5 year olds
Parent Aware Rating Tool
• Designed to improve, support and
celebrate the strengths of child care and
early learning programs
• Accredited child care, Head Start and
School Based Pre-K programs can
participate through the accelerated
pathway.
www.parentawareratings.org.
Curriculum
• “Curriculum is more than a collection of enjoyable
activities. Curriculum is a complex idea containing
multiple components, such as goals, content, pedagogy,
or instructional practices.
• Curriculum is influenced by many factors, including
society’s values, content standards, accountability
systems, research findings, community expectations,
culture and language, and individual children’s
characteristics.”
(NAEYC and NAECS/SDE Position Statement,)
Kathy Adams,
Early Childhood Teacher,
District 196
PreK-3 Feedback Loops…Intentional Alignment of
Curriculum, Assessments, & Instruction
2nd Grade
Data
1st Grade
Data
Kindergarten
Data
Preschool
Data
3rd Grade
Data
2nd Grade
Data
1st Grade
Data
Kindergarten
Data
Making a Difference: 10 Essential Steps To Building a PreK-3 System of Support Linda Sullivan-Dudzic, Donna K. Gearns, Kelli Leavell
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Reading Well By Third Grade
Not Just Limited to the
Classroom!
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Perspectives on Assisting
Parents and Teachers
• "It’s not about needing to have an electronic application to help build
literacy as much as it is to take advantage of technology to help solidify
relationships." – Kathleen Strader, Assistant Director, Home Visiting Coordinating
Center, ZERO TO THREE
• "Just throwing all of this on a digital hub is not going to do much.
[Producers should also be] providing the scaffolding and support and
inroads to that content." – Mary Haggerty, Manager, Educational Outreach at
WGBH Educational Foundation
• "Don’t invest all your money in the tool. Invest as much or more in
professional development." – Kelly Hunter, Executive Director, Children’s Literacy
Initiative
• "At school, technology will really help for making sure fewer kids fall
through the cracks. At home, it could more easily provide access to
print that’s at the right level and that [children] are interested in." – Diana
Sharp, cognitive scientist and literacy consultant
Small Group Discussion
Standards & Curricula
Assessment
Engaged Families
GOAL
Families are actively and systemically involved
with PreK-3rd teachers and administrators as
full partners in helping their children
develop, learn, and achieve.
STRATEGIES
• Core Priority
• Two-way Communication
• Shared Leadership/Decision Making
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Transition to School
• Students live in two
worlds: home and school.
• If these two worlds do not
recognize, understand
and respect each other,
students are put in a
difficult predicament and
very little learning can
take place.
•
Parent, Family, and Community
Engagement Framework
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[t]here is no program or policy that can
substitute for a mother or father who will
attend those parent-teacher conferences or
help with the homework or turn off the TV,
put away the video games, read to their
child. Responsibility for our children’s
education must begin at home.
President Obama, 2009
from Park, S. & Holloway, S.D. (2013). No Parent Left Behind: Predicting Parental Involvement in
Adolescents’ Education Within a Sociodemographically Diverse Population. The Journal of Educational
Research, 106:105–119.
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Hoover-Dempsey and Sandler
(HDS) Model
Parents’ decision to become involved is based on three general
factors:
• Parents’ beliefs that participating in their children’s learning is a
part of their responsibility (i.e. parental role construction) and
their evaluation of their capabilities in that regard (i.e. parenting
self-efficacy),
• Parents’ perception of invitations or demands from schools and
teachers and from their children to be involved, and
• Demands on parents’ time and energy that may conflict with
involvement activities (e.g., caring for other children, extended
family responsibilities, demanding or inflexible work schedules).
- from Park & Holloway, p. 107
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Walk About - Engaged
Families
• What can we share with early elementary
school about parent engagement?
• What role does parent educators/parent
education have in the PreK-3 approach?
• How can we foster a belief that engagement and
involvement are a priority?
• What are alternative ways to engage hard
to reach families?
• What would ECFE look like in K-3?
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Data-Driven Improvement
GOAL
Current, relevant, and high-quality data from
multiple sources are used to improve schools,
programs, classrooms, instruction,
professional development, and other systems.
STRATEGIES
• Child-based Data
• School/Program-based Data
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For what purposes do we want
information about children?
(http://govinfo.library.unt.edu/negp/reports/prinrec.pdf)
• Purpose 1
– Assessing to promote children’s learning and
development
• Purpose 2
– Identifying children for health and special services
• Purpose 3
– Monitoring trends and evaluating programs and
services
• Purpose 4
– Assessing academic achievement to hold individual
students, teachers, and schools accountable.
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Principles Guiding
Assessment Practices
• Benefit Children
– Useful to Teachers/Others working with the child
• Fair and reliable
– Culturally, Linguistically, Developmentally
– Used for the Intended Purpose
• Reliability and validity of assessments increase with
the child’s age
• Age appropriate in content and method of data
collection
– Multiple Sources of Information
– Familiar Setting & Context
– Appropriate methods
• Involve Parents
Goals for Collecting and
Using Data
• Try to use the data you collect for more than
one purpose
• Identify multiple sources for information and
consider different types of data to collect
• Find ways to collect data that are not
intrusive or disruptive for children and their
learning
• Summarize data on a regular basis so it is
available when you need it
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MDE Early Education Data
Collection
• Student Characteristics
• Student Identity (name, gender, DOB,
MARSS number)
• Ethnicity
• Language
• Homeless status
• Immunization status
Contact: Avisia Whiteman @ MDE
Data-Driven Improvement
• What information are you currently
collecting that you have found helpful?
• What information would you like to collect,
or are planning on collecting?
• What obstacles do you have regarding
data collection?
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Marilee Christensen-Adams, Community Education
Assistant Manager
Dr. Mary Wolverton, Associate Superintendent-Elementary
Education, District 11
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PreK-3 :
Lessons that work..
Effective PreK-3rd Implementation Requires
• Intentionality and strategic plans
• Focused leadership
• Fidelity to best practices
• Using data to inform decisions and practices
• Discipline to reduce distractions and streamline
systems
• Teamwork and dedication to relationships
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Aligning and Maximizing Resources
State Resources
• General Education Fund
• Literacy Incentive Aid
• State Early Learning
Scholarships
• Q-comp
• Professional Development
• ECFE
• School Readiness
• Head Start
Federal Resources
• Race to the Top / Early Learning
Challenge PreK Title I Incentive
• Rtt/ELC Early Learning
Scholarships
• Title I Part A
• Head Start
• Title II, Part A
• Title II, Part A
• School Improvement Grants (SIG)
• Migrant Education Program
• Special Ed. Part C
• Special Ed. Part B 619
• Special Ed. Coordinated Early
Intervening Service Funds
• Special Ed. Funds for State
Personnel Development Grant
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Before We Go….
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