Making a Difference

Making a DifferenceWorking with States, Districts and Schools to Support and Encourage Their P-3 Efforts

Linda Sullivan-Dudzic MS Ed.Donna K Gearns, MS Ed.

Kelli Leavell, M.Ed.

360.394.4422 [email protected] a Difference Consulting Inc.

mailto:[email protected]

Welcome

Transitional Kindergarten Presentation - “Making a Difference: Working with States, Districts and Schools to Support and Encourage Their P-3 Efforts”, Linda Sullivan-Dudzic, Special Programs Director, Bremerton School District, Washington.

Q&A- Please email all questions to Araceli Sandoval-Gonzalez: [email protected]

Next Call : February 19, 3:30-4:30pm

Agenda

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Why P-3 From A State & District Perspective ?

The need to reach children prior to kindergarten

The need to build a strong foundation and a strong system of support, birth to third grade and beyond.

Critical period of development with Implications for teaching and learning

Early Intervention and prevention

3Please email all questions to : [email protected]

For Our Brief Time

Preschool Partnerships Shared Resources Shared Professional Development

Strength-based Inventory Assessment Loop Discussion

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Please email all questions to : [email protected]

How 3rd Grade Reading Skills & Poverty Influence High School Graduation

“One in six children who are not reading proficiently in 3rd grade do not graduate from high school on time, a rate 4 times greater than that for proficient readers.”

“The rates are highest for the low, below-basic readers: 23% of these children drop out or fail to finish high school on time, compared to 9 percent of children with basic reading skills and 4% of proficient readers.”

“Overall, 22% of children who have lived in poverty do not graduate from high school, compared to 6 percent of those who have never been poor.

Hernandez, D. J. (2011). Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation. New York: The Annie E. Casey Foundation and The Center for Demographic Analysis, University of Albany, State University of New York.

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Choosing the wrong drivers for whole system reform seminar series204 April 2011 www.cse.edu.au

“The desired goal. . . The moral imperative of raising the bar (for all students) and closing the gap (for lower performing groups) relative to higher order skills and competencies required to be successful world citizens.”

–Michael Fullan 6


http://www.cse.edu.au/

Standards

Assessment

Facil

ities

Transportation

Community

Parents

Instruction

Budget

Federal & State Resources

Teachers

Strategic Planning

Partn

erships

Principals

Special Education


Requires a Systems Approach

P-3 Standards(CC Standards & EC

Guidelines)AssessmentsInstruction & Curriculum

Community & School Response

based on the students and families they

serve

ClassroomResponding to the needs of students.

Professional Development

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EXAMPLES Of What It Might Look Like From P-3 work in Bremerton, Other WA State Districts, & 6 States

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Relationships & Building a Community Focus

Relationships & Building a Community Focus

Our School Our Community

The Need


Lifting up Our CommunityOur ECCE Partners

The Response


Where are Children Prior to Kindergarten?


Established a P-3 Leadership Team

Common Goals Common Curriculum Shared Language Shared Resources Assessment Loop Aligned Instruction

and



Goals and Vision

Policies and Procedures

Funding and Resources

District and School Systems

Assessment and Data

Professional Development and

Instructional Practices

Core Curriculum and Supplemental

Materials

P-3 Leadership Team


How? 16

Early Childhood Care & Education

A Community

Working Together

Wonders of Learning Preschool AND

Bremerton School District

Quality And Commitment

Set Goals 17


Beyond Just ConnectingWhy Do This Work? Strong Foundation Birth to Third Grade Early Intervention Changing Lives


Creating and maintaining relationships and

partnerships with community preschool

partners

Relationships

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2001 2002 2003 2004 2005 2006 2007 2008 2009

Benchmark 0.24 0.28 0.29 0.34 0.32 0.39 0.37 0.44 0.47

Strategic 0.47 0.44 0.41 0.43 0.4 0.41 0.43 0.39 0.39

Intensive 0.29 0.27 0.3 0.22 0.28 0.2 0.19 0.16 0.14

3%

8%

13%

18%

23%

28%

33%

38%

43%

48%

Instructional Recommendation/DIBELSKindergarten: September Data

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“Quality Preschool is necessary, but not sufficient, to raise the educational achievement of all children.

For children to get the most out of growing public investments in early learning, we must align standards, curriculum, and assessment from pre-kindergarten through kindergarten and into the early elementary grades.”

Source: National Foundation for Child Development 21Please email all questions to :

[email protected]

Not every Teacher is an Early Childhood Teacher

Quality counts!

“Friendly Accountability “

Learning Walks


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Recruitment and Retention Policies for hiring P-3 teacher, Coaches and Support

Personnel

Considerations


Facilities Use and Access Beyond Space

Jill Brenner, Kitsap Community Resources Head Start/ECEAP


Alignment &Problem SolvingHow is P-3 Part of Your System?

Standards Assessment Instruction


School District /School & Community Planning

Data/Assessment Need & Growth?

How? What worked? What did

not?

District/School Community and

other factors

Resources

What are the tools, materials, and PD you need to do this work?

P-3 Plan


P-3 Instructional Model


P-3 Core Instruction

Additional Practice

Opportunities & supports

Interventions & Special Education

Aligning and Maximizing Resources PreK-12 (General Education, Special Programs & Special Education ) School wide and District wide

Head StartEarly Head StartState ECEAPFaith BasedNon Profit Special Ed B-3Special Ed Preschool

Title I/LAP Title II Instructional CoachSpecial Education Girls and Boys Club

TransitionsProfessional DevelopmentFamily Advocates& Interventionist Mental Health Services

Summer Services LibraryChild CareParks and rec ESY

*Summer School*Jump Start

* Commitment and alignment of resources


Challenges & Considerations for Decision Making & Change

Multiple measures Prevention versus intervention Community, school wide and district systems Value added Supplanting Student achievement & family support Significant growth versus investment Impact (number of students, number of teachers

and leaders) Use of Para pros versus teachers Increase quality of special education and decrease

adult dependency

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Resources & Commitment

Effective PreK-3 Instruction“Strategic Use of Resources and Technology” - FCD


Reduction In Title I & Special Education Services


Shared Resources


Head Start

Title I

Special Education

Community & State

How?


May Not Require $$$$$$$$


Instructional Coaches

Materials

Health Professionals

Facilities


Possible Ideas

Title I & state Support Funds

Title II

Title II blended with Title I for instructional coaches that are able

to reach down to preschool


Professional Development Building Sustainability using a TOT Model

School – Based Experts


Building Sustainability using a

TOT Model


Principal & Leader PreK-3 Institutes TOT

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Principal & Leadership P-3 Institute Making a Difference Inc. (360) 394-4422 [email protected] Linda Sullivan-Dudzic, Donna K. Gearns, Kelli Leavell

P-3 Instructional LeadersP-3 Development & Standards What children need to know and be able to do How Young Children Learn ANDHow to Match Instruction

P-3 InstructionWhat does quality instruction look like based on how young children learn ?

P-3 Assessment How do you know if children are on track? Prevention & Early Intervention

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Strength Based Systematic PreK-3 Alignment Process

• Instructional Alignment Process

• Assessment and Data Loop


Strength Based

Inventory

Planning Guide

What Quality Looks Like

Assessment Loop

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Prior to using this process;◦ Teams analyze trend data, demographics and

areas of need to determine priority Examples

Social / Emotional Focus

English Language Arts / Literacy Vocabulary Writing Text Complexity and Content Knowledge

Mathematics Progressions

Other

From Research/Theory to Action


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Strength Based

Inventory

Planning Guide


Assessment Loop

What are you doing

now? Make

agreements as a group

regarding instructional

tools and activities.

Record agreements on the Planning

Guide

Make agreements about what

quality teaching and learning will look like in

your PreK-3 system. Record

agreements on the What

Quality Looks Like

What do you need to

add/revise?

Determine what quality teaching and learning looks

like .

Identify assessment

s needed based on

the type of data and

information you will

share in our Assessmen

t Loop

Systematic Strength-Based PreK-3 Alignment Process

Honor agreements◦ do what you said you would

It is a living document◦ make changes◦ Show how you are adjusting based on student

need Celebrate

◦ Post student work that highlights the targeted behaviors/expectations

◦ Share ideas, tips, strategies that showcase targeted teacher behaviors



Why do we do assessments? What are the benefits for:

◦ Children◦ Families◦ Teachers◦ School/District

Assessment and Data Discussion Activity


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Assessment LoopPreK-3 System


Birth-PreK

Data

Kindergarten Data

Kindergarten Data

1st Grade Data

1st Grade Data

2nd Grade Data

2nd Grade Data

3rd Grade & Beyond

PreK-3 Data UsesIdentify Strengths and Support Areas

Establish Goals Identify Professional Development

NeedsInform Instruction

Plan and adjust instr

uction fo

r

incoming st

udents

Adjust

instru

ction

and

pra

ctice

s to

stren

gthe

n ali

gnm

ent f

or fu

ture

stud

ents

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Data and Information Assessment Loop

Respectful Review of Data

Use common reporting system

Celebrate Successes

Change as needed or next steps


Implement

Assess

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Inform Instruction◦ Share Data Up

Share data and information up to next grade level to support instructional planning for incoming students

◦ Share Data Down Share data and information down with previous

grade to support adjustments in instructional practices or materials to strengthen alignment for future students

Develop and Monitor Goals Celebrate Successes & Target Areas of Need Determine Professional Development Needs

The Purpose PreK-3 Data and Information Assessment Loop


PreK-3 Data and InformationAssessment Loop


District

School

Grade

Class

Group

Student

PreK-3 System Data Analysis

System Level

Individual Level


All

Some

One

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On Demand Authentic

Shared responsibility

Ongoing

Within the class time

Doesn’t rely on single measure

NELP and RAN

Working Memory

Inform Instruction

Identify At Risk

Benefits

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While the Mission and Goalsserve to drive and weave the curriculum, instruction, and

assessment - it is assessment that begins, rather than ends the process.

Getting It Right From the Start: The Principal’s Guide to Early Childhood Education, Kostelnik, M. & Grady, M;; Corwin Press & NAESP, 2009.

Assess

Analyze Data

ReflectPlan

Implement


Determine need based on data Develop goal(s) Determine how goal will be measured

(which assessment / data collection method will be used?)

Monitor and chart progress Evaluate progress across multiple levels of your system Make adjustments as needed

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Instructional Process


Part 2 Discuss these questions as a team regarding the

data provided by the assessments you listed: Do these assessments give you the right data? Is there anything missing? Are there any duplications? Is it aligned to your goal areas? Does the data give you information about each level of

your PreK-3 system? Who is involved in looking at the data? Do you have a systematic process for reviewing data? Does this data enable you to identify strengths, areas

of need, and gaps in your PreK-3 system?

Assessment and Data Activity


Pass the Baton Grade level teaming time Response to Instruction / RR meetings Vertical teaming meetings Other transitions

Data and Information Sharing Opportunities


A critical component of a successful PreK-3 systemPass the Baton


Pass the Baton

• Share• Celebrate • Adjust• Align

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Focused Learning Walks Opportunity to focus on a common

goal/target area (that was determined through analysis of the data)

Authentic examples of best practices and student learning in action

Teachers learning from their peers Supports consistency and alignment

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☼ Principals attend Child Care Open Houses & Parent Meeting☼ Principals invite nearby Early Childhood classed to Family

Nights☼ Spring or summer Fair with Principals, Kindergarten and

preschool teachers and families☼ K teachers assess in August and get information from PK

teachers☼ Kindergarten teachers share information with preschool

teachers throughout the school year☼ Meet families and share information (gather data)☼ Share QRIS data from PK with Kindergarten☼ Shared data base (electronic)

More Transitions with Assessment Data


Strength Based

Inventory

Planning Guide


Assessment Loop

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Thank You,Linda Sullivan-Dudzic

Contact us at:[email protected]

360-394-4422Visit our Website

www.MakingADifferencePreK3.com

Closing Thoughts?Discussion ?



http://www.makingadifferenceprek3.com/

Making a Difference

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