EarlyEduca*on:theGatewaytoLifelong

Learning

FEBRUARY7,2017

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Today’sOutcomes HighlighttheEarlyEduca*onDepartment’sWorkwithinVision2025

 K-Readiness:TheOp*malCondi*onsforStudentSuccess◦  K-Readinessdataavailabletoinformteachingandinstruc*on◦  SystemsofSupport:TieredInterven*on&FamilyEmpowerment

 WhyisAlignmenttheKeytoSuccess?◦  WithinSFUSD◦  Acrosscity-wideagenciesandpartners

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Age Group

Funding Sources

Capacity

Classrooms / Schools

PRESCHOOL OUT-OF- SCHOOL

Subsidized/ Non-Subsidized

1,560 spaces 2,178 spaces

77 classes at 35 schools (EESs & ESs)

Overview of EED: Who We Serve

83 classes at 25 schools

TK

ADA

454 spaces

23 classes at 17 schools

Note: Additionally, EED supports students in 16 Special Day Classes

Subsidized/ Non-Subsidized

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Infant & Toddler

Subsidized/ Non-Subsidized

24 spaces

2 classes at 1 school

Demographics:SFUSDPreKStudents,Ages3-5years2016-17

Students NumberofStudents3yr.olds 676

4yr.olds 817*

Total 1,493

There are an additional 250 PreK Special

Education Students served in SFUSD.

Asian 36%

Black/ African-

American 16%

Hispanic/ Latino 28%

Middle Eastern -

Arab 2%

Native American/

PI/ Unk. 2%

Other 4%

White 12%

ETHNICITY OF PREK STUDENTS

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In 2015-16, First 5 data indicated Preschool for All (PFA) funded 3,084 four-year-olds, approximately one-quarter of which are SFUSD students.

*This includes 23 inclusion classrooms.

CurrentSFUSDKindergartenFeederDataCurrently SFUSD serves 4,645 K students, of which 1,002 come from SFUSD PreK/TK classrooms

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36

13

22

11

17

9

14

0 5 10 15 20 25 30 35 40

Drew PreK

Excelsior Guadalupe

Bret Harte

Bryant

Number of Students in PreK who Continued in K

Continue in ES Prek

5

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EED Funding

$42M

Title 5 (58%): Restricted Funding for general

operations

Tuition (12%): Funding for

general operations

Nutrition (3%)

Title 1 (4%): Restricted Funding for

general operations

PFA (6-10%): Funding for Program

Quality Enhancements & Family Fee Offset

Philanthropic (3%): Mimi & Peter Haas;

Haas, Jr.; Stone

NOFA 609 & QRIS (2%):

Funds quality pre-k (only flexible

source)

SFUSD Contribution (13%): Funding for general operations

Funding:EEDFundingSources

PEEF & CEIS: Funds Tiered

Interven4on & TK Coach

PFA Funding for Families

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StrategiesinAc*on:ClassroomsProgramQuality&EnhancementWorkshops,CoachingandProfessionalLearningCommuni*esCoreCurriculum  EnglishLanguageArts:Sharedandinterac*vereadingandwri*ng  Math:MathTalks;UseofManipula*ves  Science:Eco-literacy;usingscien*ficinquiryandobserva*onnotebooks

Culture&Climate  SocialEmoQonal/BehavioralRTI:Establishingexpecta*onsandagreementsthatpromotepro-socialbehavior  InclusivepracQces:UniversalDesignforLearning(UDL)  ClassroomQuality:Usingclassroomassessmentdatatoinforminstruc*onalcoaching

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StrategiesinAc*on:SchoolsEARLYEDUCATIONSCHOOLS

• MonthlyBusinessMee*ngs:crea*ngtheinfrastructure(e.g.enrollment,humanresources,IT,etc.)tosupportprincipals’goals

• MonthlyPLCs:reviewdata,sharebestprac*ces,deepencurricularandinstruc*onalapproaches

ELEMENTARYSCHOOLS

• BestPrac*cesinECE:Supportdevelopmentallyappropriateprac*ces&PreKinstruc*onallearningopportuni*es

• Alignment:alignPreKsupportswithESsystems(e.g.site-basedleadershipteams;crossgradelevelmee*ngs;parentadvisorygroups)

*UseofBalancedScoreCard:AlignedComprehensiveSchoolPlan

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Alignment:Ver*calPartnerships❖  Leadership, Equity, Achievement & Design (LEAD) Team

❖ District leadership sessions to calibrate instructional strategies and data cycles

❖ Curriculum & Instruction Department ❖ Math, English Language Arts, Dual Language Learning, STEaM

❖ Student, Family, & Community Support Department ❖  Family Engagement, Students Support Services, Health

❖ Special Education Department ❖  Inclusion and Special Day Classes

❖ Research, Planning & Accountability Department ❖  Alignment with District Data Management & Reporting

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Alignment:HorizontalPartnerships

W. Clement & Jesse V. Stone FOUNDATION

MIMI AND PETER HAAS FUND

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AccountabilityMeasures&Con*nuousImprovement:LCAP-Createacoherentcon*nuumofinstruc*onbetweenpreschooland3rdgrade

ThePreK-3rdmodelaimstoimprovestudents’earlyoutcomesandprovidethefounda*onforlifelonglearningby:

(1)  Workingtobringstrongeralignmentandcoordina*ontohighstandards,curricula,instruc*on,andassessmentsacrosstheearlyyears(Prenatal-3rdgrade).

(2)  Con*nuinginvestmentsinprofessionaldevelopment,datasystems,andimplementa*onof*eredservices.

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SFUSDCollegeandCareerReadinessMilestone:IncreasethepercentageofSFUSDPreschoolStudentsreadyforKindergarten(SFUSDStrategicPlan)

13Phonological Awareness Literacy Screening (PALS) & Desired Results Development Profile (DRDP)

PALSData:2012-16(K-ReadinessasindicatedbyLiteracyAwareness)

K-Readiness Status Based On PALS Scores Only -- For Years 2012/13 - 2015/16 2012-13 2013-2014 2014-2015 2015-2016

N (K-

Ready)= % K-

Ready N (K-

Ready)= % K-

Ready N (K-

Ready)= % K-

Ready N (K-

Ready)= % K-

Ready All students 252 41% 279 47% 327 53% 391 55% Black students 27 45% 26 43% 41 55% 54 52% Hispanic students 33 17% 70 33% 77 36% 77 34% Chinese students 126 58% 89 53% 124 61% 135 67% Other non-white students 43 44% 47 55% 41 61% 57 67% White students 18 56% 35 76% 44 80% 68 75% Subsidized students 159 39% 170 48% 258 49% 308 50% Tuition-based students 51 81% 56 88% 69 85% 83 86% Students in EED <2 years 107 33% 124 40% 109 40% 156 43% Students in EED 2+ years 144 52% 143 55% 218 64% 235 69%

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2012-16:PercentofStudentsFullyAssessed

Assessment Tools 2012-13 cohort

2013-14 cohort

2014-15 cohort

2015-16 cohort

% of Students Assessed (K-Readiness) 59% 64% 71% 75%

% of African American Students Assessed 48% 45% 63% 65%

African American students had the highest “Severe Chronic Absenteeism” rate in 2015-16 at 26%. The average PreK “Severe Chronic Absenteeism rate is 11%.

(Note: Severe Chronic Absenteeism is defined as >20% of school days.)

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StanfordUniversityPartnershipCENTERFOREDUCATIONPOLICYANALYSIS(CEPA) JOHNGARDNERCENTER

 -ModifyingK-ReadinessMeasure

 -AlignmentwithHeadStartagencies

 -Con*nua*onofLongitudinalStudy

 -DevelopedaK-ReadinessMeasure

 -Ins*tuteReady4KStudy◦  ELA◦  Math◦  Social-emo*onal

 -ResearchProjects

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NextSteps:Multi-TieredSystemofSupports(MTSS)

• Acoherentcontinuumofevidence-based,system-widepracticestosupportadifferentiatedapproachtoschoolimprovement,alignedwithspeciHicneedsofschoolsites.

• TheMTSSprocessaddressestheneedsofallstudentsbyaligningtheentiresystemofinitiatives,supports,andresources,andbyimplementingcontinuousimprovementprocessesatalllevelsofthesystem.

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NextSteps:EEDMul*-TieredSystemofInterven*on

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NextSteps:Addi*onalFocalAreasResponsetoIntervenQonInstruc*onalBehavioralFamily*Ages&StagesQues*onnaire(ASQ)*StudentAkendance*InclusiveClassroommodelandSDCsupport*School-basedFamilyEngagementPlans*MyBrother’s,MySister’sKeeperBlackFamilyWorkshopSeries*Ongoingeffortstodevelopa2er3preventa2vemodel 19

ImpactofourInvestments:K-ReadinessGrowth

• Beginningin2011,allstaffhadnewsetsoforganizedstudentdata(PALS)withwhichtheycouldworktounderstandbaselineliteracyskills.Insubsequentyears,thisdatawasusedtocreateaK-readinessmeasureandaddi*onalsetsofdata(suchastheCLASS/ECERS,ASQ,andQRIS)havebeenprogressivelyaddedin.

Use of Assessments & Data

•  Inthethreepastyears,followingthecollec*onofbaselinedatatherewasintenQonaluseofdatatoinformcoachingpracQcescoupledwithstrongexpecta*onsforcoachesandsiteadministratorstoplaninstruc*onal*meusingdata.

Coaching

• CollaboraQveROCIprocess:PrincipalspartnerwithcoachestoholdregularROCIteammee*ngswiththeirteacherstolessonplanbaseduponstudentdataandar*facts,weseegainsinachievement.

Leadership

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THANK YOU ♥

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