the preschool through grade three continuum shirley esau, principal, kingsburg elementary charter...
TRANSCRIPT
The Preschool through Grade Three ContinuumShirley Esau, Principal, Kingsburg Elementary
Charter SchoolWilma Hashimoto, Director of ECE, FCOE
Whit Hayslip, Assistant Superintendent – Retired, LAUSD
BackgroundPercent of Fresno County 3rd GradersBELOW Proficient in English Language Arts: CST 2012)
• 57% of All 3rd Graders• 66% of “Economically
Disadvantaged”• 84% of “English Learners”
Bridging the Gap
Between
ECE K-12
It was an age of wisdom
Charles Dickens
it was an age of foolishness.
Birth – 3rd FrameworkOverarching Goal: Increase the percentage of students who are on grade level by 3rd grade utilizing a birth-3rd learning continuum of quality systems, quality educators, and increased family and community involvement.
• Desired Outcome 1: Develop and implement an aligned and developmentally appropriate system of learning standards, student outcomes, curriculum, assessment, and support for children from birth-3rd grade.
• Desired Outcome 2: Utilize disaggregated child health, development, and related educational data to inform effective birth-3rd practices and interventions.
Birth – 3rd Framework (cont.)• Desired Outcome 3: Identify and utilize existing public
agency funding streams (school and non-school based) to meet the needs of children birth-3rd grade.
• Desired Outcome 4: Increase levels of collaboration aimed at improving outcomes for children among/across school districts, public agencies, and community organizations.
• Desired Outcome 5: Identify and document policies and practices that hinder students performing on grade level by 3rd grade; develop, advocate for, and implement solutions.
Pieces of Wisdom
1. Early Childhood Education starts at birth.
Wisdom Re: The Early Years
We have an amazing body of research about development in
the first three years, and especially in the first 18 months.
Brain Research
Social Emotional
LanguageCognition
Babies are Linguistic Geniuses!
Dr. Patricia KuhlInstitute for Learning and Brain Sciences University of Washington
LANGUAGE IS THE FOUNDATION OF
LITERACY
Hart and Risley (1995) conducted
a longitudinal study of children and families from
three groups:
• Professional families
• Working-class families
• Families on welfare
Cumulative Language Experiences
Cumulative Words Spoken to Child (in millions)
0
10
20
30
40
50
0 12 24 36 48
Age of child (in months)
Professional
Working
Welfare
How do we help children and families
address this inequity?
Pieces of Wisdom
2. Early Childhood Education doesn’t stop at preschool.
Right now, all over the United States, we are leaving too many children behind in reading— NAEP Results (National Assessment of Educational Progress)
10 20 30 40 50 60 70 80 90 100
White
Percent of Students Performing Below Basic Level - 37%
Black
Hispanic
Poor
Non-poor
56
59
25
54
23
And, a large share of those children come from poor and minority homes
26
59
56
25
54
How Do We Address this Gap?
• Preschool Programs alone are not a “silver bullet” to solve the achievement gap.
• Evaluations including the National Head Start
Impact Study have raised questions about sustaining the gains made in high-quality PreK programs.
What Are the Pieces of Wisdom Telling Us?
EveryYear
Matters
In human development, the successful completion of each stage enables us to move on to the next.
What Are the Pieces of Wisdom Telling Us?
What Are the Pieces of Wisdom Telling Us?
We need to improve the learning opportunities at each stage, starting
with babies.
We worry about what a child will be tomorrow, yet we forget that he is someone today.
--Stacia Tauscher
What Are the Pieces of Wisdom Telling Us?
We need to create better connections between each stage to support continuity of learning and development for each child. 0-3
3-5
5-8
What Are the Pieces of Wisdom Telling Us?
There is increasing recognition that Third
Grade is a crucial turning point in educational
trajectories.
This recognition of 3rd Grade as a turning point is leading to a national emphasis on:Birth – 8
Prenatal - 3rd Grade
P - 3
How can we support the 0-8 Progress?
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
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.
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
Established a P-3 Leadership Team • Common Goals • Common Curriculum • Shared Language • Shared Resources • Assessment Loop • Aligned Instruction and
• Professional Development
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
Beyond Just ConnectingWhy Do This Work?
• Strong Foundation Birth to Third Grade
• Early Intervention
• Changing Lives
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 PreschoolFaith BasedNon Profit Special Ed B-3Special Ed
Title ITitle II Instructional CoachSpecial Education Girls and Boys Club
TransitionsProfessional DevelopmentFamily Advocates& Interventionist Mental Health Services
Summer Services LibraryChild CareParks and rec
* Summer School
* Jump Start
35
* 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
Shared Resources
Professional
Development
Head Start
Title I
Special Education
Community & State
How?
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
38
Strength
Based Invent
ory
Planning
Guide
What Quality Looks Like
Assessment Loop
Strength
Based Inventory
Planning Guide
What
Quality Looks
Like
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 assessments
needed based on the type of
data and information
you will share in our
Assessment Loop
Systematic Strength-Based PreK-3 Alignment Process
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 Needs
Inform 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
PreK-3 System Data AnalysisDistrict
School
Grade
Class
Group
Student
System Level
Individual Level
Instructional Process• 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 needed43
They see their children as they are today……
and tomorrow…
and tomorrow…
Parents Are the Best Advocates for a Cohesive Educational System
We are moving ahead together
0-8 Initiatives are being supported by:
U.S. Department of EducationCA Department of EducationAnnie E. Casey FoundationFoundation for Child DevelopmentNew School FoundationKellogg FoundationNational Association of Elementary School PrincipalsHarvard University…and many more
The Process
District Teams Attend 1 of 3 General Information Meetings
Interested Districts Respond to Request for Applications to participate in Professional Learning Communities (PLC)
4-8 Districts selected to participate. Districts will receive a stipend for release time in PLC’s.
Challenge Districts create implementation plans, which can be submitted for funding
Implementation• Dialogues with experts• Access to research resources• Opportunities to
share/reflect/ plan with peers
Challenge Districts
Developing Implementation
Plans
Intensive Guided T.A.
ProfessionalLearning
Circles
• Evidence-based practices• Alignment with 0-5• Restructuring existing
funding mechanisms
• Individualized support• Targeted connection with
initiative partner agencies
What the best and wisest parent wants for his own child, that must be what the community wants for all its children.
John Dewey
Fresno County is Moving Ahead
A Fresno County B-3 Initiative is being supported by:
First 5 Fresno CountyFresno County Office of EducationFresno Regional FoundationDavid and Lucile Packard Foundation
Contact: Shirley Esau – sesau@kingsburg-
elem.k12.ca.usWilma Hashimoto – [email protected]
Whit Hayslip – [email protected]
Fresno County Birth – 3rd grade Initiative