Pre K To 3 Rev


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Pre K To 3 Rev

  1. 1. Aligning the early years on a continuum of birth through grade 3 learning and development
  2. 2.  Focusing on the support of every child’s growth and development from birth to third grade  Looking at the diversity of programs, purposes, and philosophies that serve children and families from birth to age 8  Promoting success by ensuring access, quality, continuity, family involvement
  3. 3.  The Achievement Gap  Pre K Fade Out  Lack of shared belief about the purpose of early learning programs  Research
  4. 4.  Expanded policies at the federal, state, and local levels that address access, funding, transitions, and require collaboration for all children and families  Established standards that reflect high expectations and that cross both programs and age levels birth through third grade  Alignment of curriculum, assessment, instruction so that children are supported in their learning
  5. 5.  Family education and support at birth and in the first 3 years  Voluntary, universal access to quality preschool (3 and 4 year old) programs  Mandatory full day kindergarten  Preschool and primary grade alignment of standards, assessment purposes/tools, learning plans and desired outcomes  High quality teacher/staff preparation and professional development/career ladders
  6. 6.  Agreeing on learning standards prenatal through K and beyond.  Teacher prep…same expectations for all  Defining high quality classrooms/early learning environments.  Agreeing what “developmentally appropriate practice” is and what “inclusive” means.  Cultural competence.  Promoting intentional curricula.  Providing social/emotional consultation/early intervention services  Leadership.  Parent involvement related to learning.
  7. 7.  Funded by the Foundation for Child Development and others, the PreK-3rd Initiative is designed to create a new first level of American education that begins in prekindergarten and extends through 3rd.  Models: Ready Schools Miami…where “adopting a universal and unified PreK-3rd approach is crucial for a comprehensive transformation of America’s public education
  8. 8.  Language and literacy: data-driven instruction and increased time in the classroom on learning activities  Curriculum alignment: strategies to help districts, administrators and teachers align curriculum across content areas and PK–3 grades.  Family engagement: techniques for building reading, numeracy, and rich conversations into daily routines at home; involving parents in literacy-rich activities at the school; strengthening teacher-parent relationships through home visits and other approaches.  Socio-emotional behaviors and climate: strategies for effective behavior management, strengthening self- regulation and executive functioning; and creating a positive
  9. 9.  After-school: strategies for integrating in-school curricula with after-school practices, increasing participation in out- of-school programs, and partnerships with community providers of after-school activities.   Alignment across PK to third grade: best practices for developing common planning time across grades, integrating data on children’s learning and behavior across grades.  Integration: successful techniques for effectively layering interventions over time and for integrating school, family, and after-school interventions around important goals such as increased vocabulary.
  10. 10.  Individual efforts to align pre-K with elementary (i.e. Whatcom Day Academy)  Nooksack Valley Collaboration for Children (horizontal and vertical alignment)  Gates School District Early Learning Leadership Grant…and school district-OC partnerships
  11. 11.  High Scope Perry Preschool Project  The Carolina Abecedarian Project  Chicago Parent Child Centers  Early Childhood Longitudinal Study- Kindergarten Cohort  National Head Start/Public School Early Childhood Transition Demonstration Project  Early Language and Literacy Studies (Heath, Wells, National Research Council, etc.)