Transcript A Joint EEC-ESE Initiative focused on P-3: Proficiency on Grade 3 Statewide Literacy and Mathematics Assessments May 2011

A Joint EEC-ESE
Initiative focused on P-3:
Proficiency on Grade 3 Statewide
Literacy and Mathematics
Assessments
May 2011
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Agency Mission Statements
Department of Early Education and Care
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provide the foundation that supports all children in their
development as lifelong learners and contributing members
of the community, and supports families in their essential work
as parents and caregivers.
Department of Elementary and Secondary Education
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strengthen the Commonwealth’s public education system so that
every student is prepared to succeed in postsecondary
education, compete in the global economy, and understand
the rights and responsibilities of American citizens, and in
so doing, to close all proficiency gaps.
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Our unified
vision is...
…Proficiency on Grade 3 Statewide
Literacy and Mathematics Assessments
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Policies to Consider and
Discuss
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Universal Preschool
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Mandated, Universal Full-Day Kindergarten
(Offering and Attendance)
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Class Size and/or Ratio Regulations in K-3
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Shift in access eligibility from family income
to child need
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Key Principles in the P-3
Alignment
1.Horizontal alignment
2.Vertical alignment
3.Temporal alignment
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Principle 1: Horizontal Alignment
 Horizontal
alignment
Vertical
alignment
 Temporal
alignment
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Horizontal alignment
is created by using
consistent learning
approaches within
an age range or
grade.
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Principle 2: Vertical Alignment

Horizontal
alignment
 Vertical
alignment
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Temporal
alignment
3rd
grade
2nd
grade
1st
grade
K
Vertical alignment
is created by
using consistent
learning
approaches
across ages or
grades.
Pre-K
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Principle 3: Temporal Alignment
Horizontal
Temporal alignment
is created by using
alignment
consistent learning
 Vertical alignment
approaches across a

 Temporal
child’s day.
alignment
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What does P-3 look like
in Massachusetts?
A coordinated and
collaborative state approach
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Instructional
Tools and
Practices
Mechanisms for
Cross-Sector
Alignment
Teacher Quality &
Capacity
Data and
Assessment
Cross Agency
Collaboration
on P-3
Transitions and
Pathways
Instructional
Environment
(school and
Classroom)
Engaged Families
Administrators &
Leadership
Quality
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P-3 Elements
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Mechanisms for cross-sector alignment
(Governance, strategic plans)
Administrators and Leadership Quality
(Leadership is inclusive/facilitative and focused on instruction)
Teacher Quality and Capacity
(Focus on credentials and professional development; professional dispositions;
professional community)
Instructional Tools and Practices
(Curriculum content; alignment of standards and curricula; pedagogical methods)
Instructional Environment
(Student-centered learning culture (classroom and school))
Data and Assessments
(Data and assessment used to improve instruction)
Engaged Families
(Families and communities engaged in student learning)
Transitions and Pathways
(Focus on children’s movement through the continuum)
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Kauerz, Kristie (2011). Sustaining Your Work: PreK-3rd Implementation and Evaluation Framework; a
presentation to ESE PK-3 grantees. Harvard University: Cambridge, MA.
Instructional Tools and Practices
(Examples of current and future activities to support P-3
initiative)
Standards:
 Roll-out the 2011 Massachusetts Curriculum Framework for
English Language Arts and Literacy and the Massachusetts
Curriculum Framework for Mathematics
Curriculum:
 Align the Guidelines for Preschool Learning Experiences and
Kindergarten Learning Experiences with the new frameworks
 Integrate content areas and create interdisciplinary
curriculum
 Develop a birth to literacy curriculum for educators
Instruction:
 Ensure developmentally appropriate practice in P-3
classrooms
 Provide knowledge of child development to teachers,
administrators and assistants
 Differentiate instruction
 Implement tiered systems of support
 Enrich learning experiences for children
P-3
 Focus on the whole child
 Use play effectively to promote learning
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Data and Assessments
(Examples of current and future activities to
support P-3 initiative)
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Develop and use data systems to address P-3 issues
Implement comprehensive assessment approaches by using
formative assessment, progress monitoring, and
summative student data
Replicate the Chicago Study focused on
Literacy/Mathematics and social-emotional competencies
Use Classroom Assessment Scoring System instrument in
Head Start programs, as an option in QRIS and in some
Quality Full-Day Kindergarten grant classrooms.
Implement Quality Rating and Improvement System
requirements for evidence-based formative assessments in
early education and care programs (infant, toddler, and
preschool) and after-school and out-of-school time
programs
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Instructional Environments
(Examples of current and future activities to support P-3 initiative)
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Administer the PK-3 Curriculum, Instruction,
and Assessment Alignment Project
Administer the Universal Preschool Grant
Administer the Quality Full-Day Kindergarten
Grant
Quality Rating and Improvement System
(QRIS)
Create small class sizes and appropriate
adult : student ratios
Alignment of schools and after-school and
out-of-school time programs related to
curriculum, instructional strategies, and
professional development
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Engaged Families
(Examples of current and future activities to support P-3
initiative)
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Administer the Coordinated Family and Community
Engagement Grants (EEC)
Create opportunities for staff from EEC and ESE to
jointly develop a family and community engagement
framework
Support the work of the Wraparound Services model
and School Turnaround work, including engagement
of families
Conduct home visits and other non-traditional
strategies (e.g., parent groups, resource rooms)
Build partnerships among families, schools, and
community-based organizations
Access behavioral health services and other supports
(e.g., mental health)
Administrators and Leadership
Quality
(Examples of current and future activities to support P-3 initiative)
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Support the CAYL Institute and Principal
Leadership forums
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Create a survey course for Literacy P-3 in
collaboration with University of
Massachusetts Boston
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Link the STEM work with the professional
development priorities around literacy and
mathematics in early education
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Support principals to develop early
education and early elementary expertise
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Transitions and Pathways
(Examples of current and future activities to support P-3 initiative)
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Support student transitions within and across
grades
Create and use common transition forms
between public and community-based preschool
programs to share data with kindergarten
teachers
Provide opportunities for preschool children to
visit kindergarten classrooms and kindergarten
teachers to visit children in their preschool
program
Develop a common understanding about student
expectations and share that understanding
among birth to five providers and K-3 staff
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Teacher Quality and Capacity
(Examples of current and future activities to support P3 initiative)
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EEC Licensing requirements and ESE Teacher certification
requirements
Administer the Early Literacy Grant and the Early Childhood
Special Education Grants
Create opportunities for collaborative team planning
between general and special education
Create common planning time for school staff across and
between grade levels
Coordinate across program types to support children with
disabilities
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Mechanisms for Cross-Sector Alignment
(Examples of current and future activities to support P-3
initiative)

Executive Office of Education Inter-agency
Taskforce focused on P-3 Literacy
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Support the Memorandum of Understanding
(MOU) between EEC and Springfield PS to
develop a P-3 infrastructure
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Early Childhood State Advisory Council (SAC)
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Support collaborative efforts between early
education and care providers and the public
schools (e.g., joint professional development)
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Co-sponsor an Institute on Literacy and
Mathematics, weaving the social-emotional and
family engagement frameworks into the content
Potential Partners to Build P-3
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Executive Office of Education
Department of Higher Education and Institutions of Higher Education
EEC (Policy, Professional Development, Early Childhood Information
System)
ESE (Title 1, Targeted Assistance, Special Education, Learning
Support Services, Curriculum and Instruction, English Language
Acquisition, Adult and Community Education) and the regional DSACs
CAYL Institute
Readiness Centers
Davis Foundation
United Way
Resource and Referral Agencies
Massachusetts Afterschool Partnership
Strategies for Children
Head Start
Non-profit Community-based Organizations
Independent Family Child Care Providers
Massachusetts Administrators of Special Education
Massachusetts Elementary Principals Association
Massachusetts Association of School Superintendents
Massachusetts Association of School Committees
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Massachusetts State Advisory Council
(SAC) on Early Childhood Education
and Care
Proposal: Grants to Support Birth to 8
Community Planning in Rural
Communities
May 2011
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Six Focus Areas for ARRA SAC Grant
1.
Early Childhood Information System development and use
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Early Childhood Information System (ECIS)
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Open Indicators Consortium
2.
Needs Assessment
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Wellesley hired to design two multi stage Needs Assessment models
3.
4.
Early Education/Higher Education Workforce Preparation Partnership
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IHE Mapping Phase I and II
5.
Policy and Best Practices for Children & Families with Limited English
Proficiency and/or Developmental Delays or Multiagency Involvement
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DLL Study, Development of Policies and Guidelines and Survey
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Community Strategic Planning
6.
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B-8 Community Planning and PreK-3 Partnerships
 ESE/ EEC PreK – 3 Partnership
 Head Start and the Public Schools
ARRA Council Implementation Support and Accountability
SAC Goal 3 – B-8 Community Planning and
PreK-3 Partnerships
Co-Investment Funding Partnership Contracts with the
Philanthropic Sector
 Support for community birth through age 8 (B-8)
strategic plans, anchored in local data on:
 Child/family needs, and
 The quality/effectiveness of Pre-K through Grade 3
aligned systems linking local schools, local
providers, and families through grants to
communities.
 Development of tools and assessments which are
aligned based on child development including
standards, to be used locally between the early
education and public schools
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SAC Goal 3 Related Updates:
1. ESE/ EEC Pre K – 3 Partnership
2. Head Start and the Public Schools
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Three Areas of Focus:
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1.
Co-Investment Funding Partnerships
Contract with the Philanthropic Sector,
$50,000
2.
Community Strategic Planning: Birth –
8 community initiative on child growth
and development, literacy assessment
and dual language learners, $20,000
3.
Grants of $3-5K to participating
communities for training and tool
development, $25,000
Funding Requirements:
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Work must be done within a birth – 8
framework
Must in relationship with local communities
Support/build upon CFCE work related to
transition and pathways
Measurable outcomes
Must support or involve 3 “Policy Levers”
for Literacy:
 Teacher Quality
 Family Engagement
 Environment/ Community based cultural
institutions that support literacy
development
Proposal: Grants to Support Birth to 8
Community Planning in Rural Communities
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In response to feedback provided by the SAC suggesting that
resources be targeted to rural communities, EEC proposes
awarding grants to rural communities to support birth to 8
community planning.
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Grants relate to SAC Goal 3: Birth to 8 Community Planning
and Pre-k to 3rd partnerships.
• EEC plans to allocate $95,000 of the ARRA SAC the
purpose of rural community planning grants.
• Grants will be approximately $5,000 each and will be
focused on supporting the needs of children and families
in rural communities through community planning.
• EEC has reviewed population per square foot and
community populations to determine which
communities would be eligible to apply for funds.
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Defining “Rural” and Potential Target
Communities
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While there is no national definition on what an urban or
rural city/town is in recent years some Massachusetts
researchers have settled on using a population density of
less than 500 per square mile as the criterion.
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The principal alternative criterion was a population less
than 10,000, which is what is now used by the
Massachusetts Rural Development Council and is the
"official" definition in state government.
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Of the 351 cities and towns in Massachusetts, 192
cities/towns meet one or more of the criteria noted above.
 147 out of 192 cities/towns meet both definitions.
• The remaining 45 cities/towns meet only one of the
definitions described above.
 127 school districts are represented within the 192
programs meeting one more of the indicators of rural.
Questions/Feedback?
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