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Effective Components of Successful
Early Learning-to-Kindergarten
Transitions The webinar will begin at 12:00 p.m. PST / 3:00 p.m. EST
Hosted by:
REL Northwest
Cosponsored by:
Institute of Education Sciences (IES)
Center on Enhancing Early Learning Outcomes (CEELO)
Logistics
Please use the chat window to submit any questions. We will post answers on the REL Northwest website (http://relnw.educationnorthwest.org), along
with a recording of today’s presentation and other resources.
Technical support
If you require technical support, please contact WebEx at: 866.229.3239
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Effective Components of Successful Early
Learning-to-Kindergarten Transitions October 14, 2016
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Today’s Moderator
Dr. Fiona Helsel REL Northwest
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REL Northwest Region
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Who We Are
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Webinar Goals
• Increase participants’ knowledge of what the
research indicates are effective components of an
early learning–to–kindergarten transition
• Learn about an initiative in New Jersey that is
focusing on effective instruction as an important
component in the transition
• Learn specific transition ideas from practitioners in
urban and rural sites in Oregon
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Today’s Presenters
Dr. Shannon Riley-Ayers
Andy Boe Dr. Marina Merrill
Ericka Guynes
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Keynote Presentation
Dr. Shannon Riley-Ayers (@riley_ayers)
Associate Research Professor
National Institute for Early Education Research (NIEER)
Center on Enhancing Early Learning Outcomes (CEELO)
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
The Issue
9
Allen, L., & Kelly, B. B. (Eds.). (2015). Transforming the workforce for children birth
through age 8: A unifying foundation. Washington, DC: National Academies Press.
Retrieved October 4, 2016, from
http://www.nationalacademies.org/hmd/Reports/2015/Birth-To-Eight.aspx
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
The Response
10
Alignment
Collaboration Connection
Green, B. L., Patterson, L., Morris, M., Cochran, L., & Lambarth, C. (2015). Oregon Early Learning Division: Kindergarten Readiness Partnership & Innovation Grants: Year 1 evaluation report, July 1, 2014–June 30, 2015. Portland, OR: Portland State University, Center for Improvement of Child and Family Services. Retrieved October 4, 2016, from https://www.pdx.edu/ccf/sites/www.pdx.edu.ccf/files/Exec%20Summary%20Only_9-1-15_FINAL.pdf
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
Essential Elements for P‒3 Cohesion
11
Leadership
Aligned
Early
Learning
Family and
Community
Engagement
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
Leadership
Broadly defined
State leaders
Local leaders
Political leaders
Funding leaders
NAESP: Leading Pre-K‒3 Learning
Communities Competencies for
Effective Principal Practice
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
Competencies for P‒3 Leaders
1. Embrace the pre-K‒3 early learning continuum
2. Ensure developmentally appropriate teaching
3. Provide personalized learning environments
4. Use multiple measures of assessment to guide
student learning growth
5. Build professional capacity across the learning
community
6. Make schools a hub of pre-K‒3 learning for families
and communities
National Association for Elementary School Principals
Leading Pre-K-3 Learning Communities Competencies for Effective Principal Practice
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
Leadership Examples
Political leaders
Buffett Institute Superintendent Early
Childhood Plan
Illinois principal certification
Local leaders
NJ Early Childhood Academy
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
NJ Early Childhood Academy
Building relationships
Building knowledge
Building capacity
ceelo.org/wp-content/uploads/2014/10/ceelo_fast_fact_ec_academy.pdf
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
Essential Elements for P‒3 Cohesion
16
Leadership Aligned Early
Learning
Family and
Community
Engagement
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
P‒3 •Preschool
is critical
Transition •All levels
Practice
•Standards
•Curriculum
•Assessment
Aligned Early Learning
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
NJ Implementation Guidelines
Outline best practices in the primary years of schooling and assist educators with fusing practices that are both academically rigorous and developmentally appropriate.
http://www.nj.gov/education/ece/rttt/k3/
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
Implementing Projects
Project-Based Learning Video
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
Video Series
Webinars
Online Community
Instructor Led
PLC: Academy
Professional Learning Series
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
Continuous Improvement
Assess needs
Set goals
Develop an intervention
Implement the
intervention
Evaluate the
outcomes
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
Essential Elements for P‒3 Cohesion
22
Leadership Aligned Early
Learning
Family and
Community
Engagement
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
Defining Family Engagement The systematic inclusion of families in
activities and programs that promote
children’s development, learning, and
wellness
The inclusion of families in the planning,
development and evaluation of such
activities, programs and systems
U.S. Department of Health and Human Services & U.S. Department of
Education. (2016). Policy statement on family engagement from the
early years to the early grades. Retrieved October 4, 2016, from
https://www2.ed.gov/about/inits/ed/earlylearning/files/policy-
statement-on-family-engagement.pdf
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
The Important Role of Family
Families have strong and sustained effects on children’s learning, development, and wellness
Strong positive relationships between home and school reinforce learning at home and aid in successful transitions
Parents who have more supportive and extensive social networks create more stimulating home environments for their children, communicate better with their children, and feel more confident in their role as parents
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
Outcomes of Family
Engagement
Children:
Have more positive attitudes toward
school
Stay in school longer
Have better attendance
Have higher quality work habits
Experience more school success
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Center on Enhancing Early Learning Outcomes | www.ceelo.org
The Outcome of P‒3 Alignment
• Cohesive and comprehensive high-quality early experiences with smooth transitions
For children:
• Resources and support in a community setting
For families:
• Systematic improvement in teaching and learning
For schools:
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Questions?
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Earl Boyles Early Works Site
Ms. Ericka Guynes
Principal
Earl Boyles Elementary School
David Douglas School District, Oregon
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Partnering with Families & School Readiness
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The Early Works Initiative is guided by a set of key principles, including:
These principles guide the Early Works family engagement activities
Community- based and
school connected
Fueled by engaged and empowered
families
Led by committed
and supportive
local leadership
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Earl Boyles School Demographics
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English language learners 40%
Economically disadvantaged 82%
Students with disabilities 15%
Languages spoken at school 20
Earl Boyles School Profile
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School Transformation
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Community Needs & Resource Assessment
• Family-friendly recreational
opportunities
• Central meeting places for families
• A sense of “cohesion”
• Services for children and families
• Quality child care and preschool
Findings
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Early Works School Readiness Strategies
• Infant and toddler play groups
• School-integrated and aligned preschool program
• Early kindergarten transition program
• Shared professional development to connect the early years to the early grades
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Engaged Families
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Family Engagement Activities
• Developing parent leaders
• Parent-teacher home visits
• Parent organized events
and programming
• Culturally relevant and
inclusive services
• Partnering with families to
improve attendance and
reduce chronic absenteeism
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Preschool Curriculum Night
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Parents United Leadership Development
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Parent Advocacy: City Budget Hearings
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Kindergarten Readiness Skills in Early Literacy
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Kindergarten Readiness skills: Interpersonal Social
Skills
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Partnering with Families & School Readiness
Ericka Guynes, Principal
Earl Boyles Elementary School
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Questions?
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Elkton and NDP-3: Our Summer
Reading Experience
Mr. Andy Boe
Superintendent
Elkton School District, Oregon
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Communication and Collaboration
• Time spent visiting with
and involving parents is
crucial
• Collaboration with our
other districts has been
a welcome outcome
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Local Lessons • In our rural setting it is imperative to hire staff from the community
• A dedicated person is the key to increasing participation
• You have to call parents … and go visit … and call again
• Transportation is the key but it has
to be timely and reliable
• District commitment of time staff
and funding has to be there
• Kids like to swim!!
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The Data Support Us
• Our data show an increase in attendance
• As a charter school our enrollment is a bit down in kindergarten because the other districts are using the same methods and engaging kids sooner
• Kids and families are less stressed because of the programming
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Questions?
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Discussant
Dr. Marina Merrill
Senior Research & Policy Advisor
Children’s Institute
Portland, Oregon
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Transforming systems to improve
outcomes
• Engaged Leadership
• Parent & Community Driven
• Continuous Improvement
Governance & Systems Changes
• Whole child approaches
• High quality preschool
• Kindergarten transitions
Early Learning Experiences
• Connect to families, build trust
• Comprehensive programming
• Tiered supports
Family Engagement
• Connect families to health and family support services
• Screen and refer children
Healthy & Community Resources
Early Numeracy
Skills
Social-Emotional Develop-
ment
Early Literacy
Skills
Self-Regulation
Skills
School Readiness Outcomes
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• Infant and toddler play groups • School-based preschool for 3-
and 4-year-olds
• Early kindergarten transitions program
• Pre-K‒3 attendance teams • Summer literacy (K transition;
1st, 2nd grades)
Systems Improvement • Increased curriculum
alignment between early years and early grades
• Data feedback loop to inform instruction
Research-Based Indicators Longer-Term Outcomes
• Increased percent of incoming kindergartners participated in quality preschool
• Fewer than 10 percent are
chronically absent from school
• Increased percent of
children with special needs identified, referred, and linked to special education support before kindergarten entry
• Increased percent of children meet school readiness and development benchmarks in preschool, kindergarten
• Decreased disparities in
school readiness for ELL, Latino children
• Increased percent of children meet grade 3 reading and math benchmarks
Activities & Interventions
Transforming Systems to Reach
Grade 3 Benchmarks
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ESSA and Early Learning
Opportunities
• Direct services: LEA’s may reserve funds to
provide early childhood education programs for
eligible children; Preschool Development Grants
• Promoting transitions: Encourages support for
transitions between early childhood programs
and local schools, including family engagement
• Professional development: Encourages
professional development opportunities to
include early childhood providers
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Questions & Answers
Dr. Shannon Riley-Ayers
Andy Boe Dr. Marina Merrill
Ericka Guynes
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Thank you for joining us!
For a recording of this webinar and associated resources,
please go to http://relnw.educationnorthwest.org
Please complete the feedback survey, which will be
emailed to you by Concord Evaluation Group (Sharon
Carroll) after the event.