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Early Educators Leadership Institute 2015: Workshop 3, Part 1 of 2
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Early Educators Leadership Institute 2015: Part 2 of 2

Workshop 3, Part 2 of 2
"Constructing a Birth Through Grade Three Approach"
April 10, 2015 (Southbridge, MA)

Featured Speaker:
Kristie Kauerz, Ed.D., University of Washington

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Early Educators Leadership Institute 2015: Part 2 of 2

  1. 1. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   1   Construc)ng  a   Comprehensive   Birth  through  Grade  Three   Approach       Early  Educators   Leadership  Ins4tute   Boston,  MA   April  10,    2015     Kristie Kauerz, Ed.D. University of Washington Goals  for  This  Session   Establish  Common  Ground  and  Shared   Understandings   ◦  Share  research  behind  both  opportuni<es  and  challenges   ◦  Provide  conceptual  and  prac<cal  framing  of  the  P-­‐3  con<nuum   ◦  Highlight  places  where  it  has  shown  posi<ve,  long-­‐las<ng   outcomes   ◦  Provide  prac<cal  guidance  for  “on-­‐the-­‐ground”  efforts  
  2. 2. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   2   Star4ng  at  the  End:  What  Are  We  AEer?     Be#er  Outcomes  for  Children   1.  Strong  founda<onal  cogni<ve  skills  (literacy/communica<on   and  math).   2.  Strong  social  and  emo<onal  competence.   3.  Consistent  paVerns  of  engagement  in  school  and  learning.   What  Research  Tells  Us   Neuroscience  and  Brain  Development     Disadvantage  and  Dispari<es  throughout  Childhood    
  3. 3. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   3   Brain  Development Experience  Shapes  Brain  Architecture Birth 6 yrs. 14 yrs. Source: Center on the Developing Child, Harvard University Image Source: Conel, JL
  4. 4. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   4   Brains  are  Built  from  the  BoMom  Up          (Skill  begets  skill) Source:  Center  on  the  Developing  Child   Cogni4ve,  Social,  and  Emo4onal  Development  are  Connected:     You  Can’t  Do  One  Without  the  Other
  5. 5. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   5   Source: Center on the Developing Child, Harvard University   Ability  to  Change  Brains  and  Behaviors  Decreases  Over  Time   Disadvantage  and  Dispari4es
  6. 6. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   6   Average  Nat’l  NAEP  Reading  scores:    Grade  4  by  Race/Ethnicity 180 190 200 210 220 230 240 1992 2002 2007 2013 Asian/Pac Island Black Hispanic White Nat'l Avg Source: NAEP Data Explorer. (2014). National Center for Education Statistics. But  Achievement  Gaps  Start  Much  Earlier
  7. 7. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   7   Growth  of  Achievement  Gaps  As  Children  Age 0 0.25 0.5 0.75 1 1.25 1.5 White vs. Black High vs. Low SES GapinStandardDeviationUnits Age 2 Age 4 K Entry 1st Grade 5th Grade Source: Snyder (2010) and Duncan & Magnuson (2011). We  Know  What  To  Do
  8. 8. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   8   Research  Behind  P-­‐3   Timing   ◦ When  interven<on  starts     Quality   ◦ Inten<onal  instruc<onal  component   ◦ Focus  on  social-­‐emo<onal     Dosage   ◦ Day-­‐to-­‐day  basis  (e.g.,  half-­‐day  vs.  full-­‐day)   ◦ Cumula<ve,  over  <me  (e.g.,  aVendance;  year-­‐to-­‐year)   These  don’t  act  independently. Quality   Dosage  Timing  
  9. 9. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   9   P-­‐3  Essen4als High  quality  learning  opportuni<es  pre-­‐school  (“P”)  help   children  be  ready  for  school.   High  quality  Full-­‐Day  Kindergarten  is  a  transi<on  year  for  all   children.   High  quality  early  grades  sustain  the  gains  and  lay  the   founda<on  for  later  learning.   The P Part FDK Grades 1-3 Across Within P-3 Improves Each Grade Level and Aligns Across Grade Levels Within Within Within Within 0-3 FDK 1st Grade 2nd Grade 3rd GradePreK Within Birth-to-Five System K-12 System
  10. 10. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   10   So…if  we  know  what  to  do,   why  do  we  have  persistent   achievement  gaps?? Changing  Our  Paradigm
  11. 11. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   11   Remember  these?   Quality   Dosage  Timing   Birth-to-Five System or the “P” Feeders to Kindergarten Kindergarten Head Start FFNState- funded PreK Child Care
  12. 12. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   12   Pre-school Program Enrollment – Massachusetts 6% 4% 4% 86% 3-year olds Head Start Special Ed PreK Other/None 7% 4% 14% 75% 4-year olds Head Start Special Ed PreK Other/None Source: NIEER, State of Preschool Yearbook 2013 Quality  (or  the  lack  thereof),   PreK-­‐3rd  Grade Source:  Center  for  Advanced  Study  of  Teaching  and  Learning.  (2013).  
  13. 13. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   13   “Dosage”  of  Classroom  Quality   (across  1st,  3rd,  and  5th  grades) 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 Emotional Climate Instructional Climate 19% 20% 64% 66% 17% 14% Consistently Low Inconsistent Consistently High Pianta, R. C., Belsky, J., Houts, R., Morrison, F., & National Institute of Child Health and Human Development Early Child Care Research Network (2007). Opportunities to learn in America's elementary classrooms. Science, 315, 1795-1796.! " But  do  we  know  that  it   works?
  14. 14. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   14   Grade  3  Reading  Maryland  State  Assessment   PERCENT  PROFICIENT  OR  HIGHER   Gap  Shrinks  29  Percentage  Points  
  15. 15. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   15   CPC  Achievement  Scores 3rd  GRADE  (AGE  9)   88 90 92 94 96 98 100 102 104 106 Reading Math Comparison Group "PreK-3rd" model 7th  GRADE  (AGE  13)     132 134 136 138 140 142 144 146 Reading Math Comparison Group "PreK-3rd" model Source: Reynolds, A. J., & Temple, J. A. (1998). Extended early childhood intervention and school achievement: Age 13 findings from the Chicago Longitudinal Study. Child Development, 69, 231-246. CPC  –  Other  K-­‐12  Outcomes 0 5 10 15 20 25 30 35 Grade Retention by age 15 Special Education by age 18 "PreK-3rd" model Comparison Group Source: Reynolds, A. J., Temple, J. A., White, B. A. B., Ou, S.-R., & Robertson, D. L. (2011). Age 26 cost-benefit analysis of the Child-Parent Center Early Education program. Child Development, 82(1), 379-404.
  16. 16. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   16   BREAK So  what  needs  to  be   aligned?     What  do  implementers   need  to  consider?
  17. 17. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   17   And  who/what   needs  to  align?   Cross-Sector Work Administrator Effectiveness Teacher Effectiveness Instructional Tools Learning Environment Data-Driven Improvement Family Engagement Continuity and Pathways Comprehensive P-3 Approach
  18. 18. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   18   Gedng  to  Child  Outcomes… Changed  Adult   Behaviors   Aligned   Organiza<ons   and  Systems   Improved   Child   Outcomes   Cross-Sector Work Governance Strategic plans Funding
  19. 19. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   19   Administrator Effectiveness Exhibit visible leadership Foster teamwork Provide instructional leadership Teacher Effectiveness Focus on instruction Make practice visible Work as teams, horizontally and vertically
  20. 20. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   20   Instructional Tools Aligned standards Balanced, developmental, and common curricula Comprehensive assessment system Learning Environment Culturally inclusive Promotes relationships Equipped to support diverse learners
  21. 21. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   21   Data-driven Improvement Child-based data used to identify and focus on achievement gaps Other data markers used to identify targets and to re-align resources Engaged Families Priority for all school- and program-based staff Two-way communication Shared leadership and decision-making
  22. 22. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   22   Continuity and Pathways Expanded and extended access Focus on the continuum provided to each child Cross-Sector Work Administrator Effectiveness Teacher Effectiveness Instructional Tools Learning Environment Data-Driven Improvement Family Engagement Continuity and Pathways Comprehensive P-3 Approach
  23. 23. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   23   Administrator Effectiveness Administrators (district superintendents, school principals, early childhood directors) actively create a culture and organizational structures that ensure the quality of PreK-3rd grade learning. Visible Leadership Administrators demonstrate that PreK-3rd is a priority to both internal and external stakeholders District Administrators/Community Leaders municipalities with early learning initiatives, extended-learning programs, and other community-based programs. about PreK-3rd as a priority in both internal (e.g., district strategic plans, teacher newsletters) and external (e.g., web sites, family newsletters) platforms. program administrators focus on core PreK- initiatives that compete for teachers’ attention. Principals/Site Administrators elementary schools, the early learning programs that feed into them, and families. partnerships between schools and local early learning programs so they are perceived to be meaningful and mutually beneficial. Administrators are active leaders in partnerships that are demonstrated to be: Collaborative Inclusive of multiple partners Effective at creating change Visible to the public (e.g., families) Credible to policymakers Administrators support teamwork that includes teachers from: School-based PreK Community-based early learning programs Kindergarten First Grade Second Grade Third Grade After-school and extended-learning programs Special programs’ staff (e.g., Special Education; Title I; occupational/physical therapists) Administrators are accountable for: Improving their own knowledge and skills related to supporting effective instruction for young learners Setting high expectations for both teacher and student learning Tracking student progress Using fair and valid tools to inform their conversations with teachers about effective instruction EVALUATION PURPOSES: 3rd grade reforms and provide formative feedback to administrators (beginning of year and on-going). on instruction is perceived by teachers and families (end of year). gather formative feedback on how to improve. EXAMPLE METHODS: administrators; teachers. administrators, teachers, and other key stakeholders. administrators. schools, early learning, and community-based programs. meetings of teachers and other stakeholders. Foster Teamwork Administrators foster teamwork among individuals, especially teachers, at all levels within the PreK-3rd work. District Administrators/Community Leaders school principals and early learning directors/ administrators. principals/administrators to build and support constructive teamwork among teachers. Principals/Site Administrators professional development among teachers in grade (vertical) teams, inclusive of both school- and community-based teachers. involving teacher teams in setting professional development agendas and materials selection. based teachers to work together across different daily, weekly, quarterly, and school year calendars. Teachers communities with other teachers at their age/ communities with teachers in other age/grade levels (vertical). Instructional Leadership Administrators are effective instructional leaders, PreK-3rd. District Administrators/Community Leaders related to the learning and development of children, birth through age 8. others’ leadership skills around improving learning opportunities for young children. programs and on-going supervision/evaluation of site adminisrators and teachers who work in PreK-3rd grade settings. Principals/Site Administrators related to the learning and development of children, birth to age 8. about instructional strategies, learning environment, teacher assignment, professional development priorities, the purpose of providing constructive and supportive feedback to teachers. classrooms. Teachers and administrators to be constructive and supportive. across classrooms and differentiated instruction for all children. Key Buckets of Overlap: Cross-Sector Work; Data-Driven Improvement Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches 5 PreK-3rd Strategies Example Implementation Indicators Self-Assess Depth of Implementation/Alignment Example Evaluation Approach GOAL: “Bucket” and Overarching Goal Administrator Effectiveness Administrators (district superintendents, school principals, early childhood directors) actively create a culture and organizational structures that ensure the quality of PreK-3rd grade learning. Visible Leadership Administrators demonstrate that PreK-3rd is a priority to both internal and external stakeholders District Administrators/Community Leaders municipalities with early learning initiatives, extended-learning programs, and other community-based programs. about PreK-3rd as a priority in both internal (e.g., district strategic plans, teacher newsletters) and external (e.g., web sites, family newsletters) platforms. program administrators focus on core PreK- initiatives that compete for teachers’ attention. Principals/Site Administrators elementary schools, the early learning programs that feed into them, and families. partnerships between schools and local early learning programs so they are perceived to be meaningful and mutually beneficial. Administrators are active leaders in partnerships that are demonstrated to be: Collaborative Inclusive of multiple partners Effective at creating change Visible to the public (e.g., families) Credible to policymakers Administrators support teamwork that includes teachers from: School-based PreK Community-based early learning programs Kindergarten First Grade Second Grade Third Grade After-school and extended-learning programs Special programs’ staff (e.g., Special Education; Title I; occupational/physical therapists) Administrators are accountable for: Improving their own knowledge and skills related to supporting effective instruction for young learners Setting high expectations for both teacher and student learning Tracking student progress Using fair and valid tools to inform their conversations with teachers about effective instruction EVALUATION PURPOSES: 3rd grade reforms and provide formative feedback to administrators (beginning of year and on-going). on instruction is perceived by teachers and families (end of year). gather formative feedback on how to improve. EXAMPLE METHODS: administrators; teachers. administrators, teachers, and other key stakeholders. administrators. schools, early learning, and community-based programs. meetings of teachers and other stakeholders. Foster Teamwork Administrators foster teamwork among individuals, especially teachers, at all levels within the PreK-3rd work. District Administrators/Community Leaders school principals and early learning directors/ administrators. principals/administrators to build and support constructive teamwork among teachers. Principals/Site Administrators professional development among teachers in grade (vertical) teams, inclusive of both school- and community-based teachers. involving teacher teams in setting professional development agendas and materials selection. based teachers to work together across different daily, weekly, quarterly, and school year calendars. Teachers communities with other teachers at their age/ communities with teachers in other age/grade levels (vertical). Instructional Leadership Administrators are effective instructional leaders, PreK-3rd. District Administrators/Community Leaders related to the learning and development of children, birth through age 8. others’ leadership skills around improving learning opportunities for young children. programs and on-going supervision/evaluation of site adminisrators and teachers who work in PreK-3rd grade settings. Principals/Site Administrators related to the learning and development of children, birth to age 8. about instructional strategies, learning environment, teacher assignment, professional development priorities, the purpose of providing constructive and supportive feedback to teachers. classrooms. Teachers and administrators to be constructive and supportive. across classrooms and differentiated instruction for all children. Key Buckets of Overlap: Cross-Sector Work; Data-Driven Improvement Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches 5 PreK-3rd Strategies Example Implementation Indicators Self-Assess Depth of Implementation/Alignment Example Evaluation Approach GOAL: High-Level Implementation Strategies
  24. 24. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   24   Administrator Effectiveness Administrators (district superintendents, school principals, early childhood directors) actively create a culture and organizational structures that ensure the quality of PreK-3rd grade learning. Visible Leadership Administrators demonstrate that PreK-3rd is a priority to both internal and external stakeholders District Administrators/Community Leaders municipalities with early learning initiatives, extended-learning programs, and other community-based programs. about PreK-3rd as a priority in both internal (e.g., district strategic plans, teacher newsletters) and external (e.g., web sites, family newsletters) platforms. program administrators focus on core PreK- initiatives that compete for teachers’ attention. Principals/Site Administrators elementary schools, the early learning programs that feed into them, and families. partnerships between schools and local early learning programs so they are perceived to be meaningful and mutually beneficial. Administrators are active leaders in partnerships that are demonstrated to be: Collaborative Inclusive of multiple partners Effective at creating change Visible to the public (e.g., families) Credible to policymakers Administrators support teamwork that includes teachers from: School-based PreK Community-based early learning programs Kindergarten First Grade Second Grade Third Grade After-school and extended-learning programs Special programs’ staff (e.g., Special Education; Title I; occupational/physical therapists) Administrators are accountable for: Improving their own knowledge and skills related to supporting effective instruction for young learners Setting high expectations for both teacher and student learning Tracking student progress Using fair and valid tools to inform their conversations with teachers about effective instruction EVALUATION PURPOSES: 3rd grade reforms and provide formative feedback to administrators (beginning of year and on-going). on instruction is perceived by teachers and families (end of year). gather formative feedback on how to improve. EXAMPLE METHODS: administrators; teachers. administrators, teachers, and other key stakeholders. administrators. schools, early learning, and community-based programs. meetings of teachers and other stakeholders. Foster Teamwork Administrators foster teamwork among individuals, especially teachers, at all levels within the PreK-3rd work. District Administrators/Community Leaders school principals and early learning directors/ administrators. principals/administrators to build and support constructive teamwork among teachers. Principals/Site Administrators professional development among teachers in grade (vertical) teams, inclusive of both school- and community-based teachers. involving teacher teams in setting professional development agendas and materials selection. based teachers to work together across different daily, weekly, quarterly, and school year calendars. Teachers communities with other teachers at their age/ communities with teachers in other age/grade levels (vertical). Instructional Leadership Administrators are effective instructional leaders, PreK-3rd. District Administrators/Community Leaders related to the learning and development of children, birth through age 8. others’ leadership skills around improving learning opportunities for young children. programs and on-going supervision/evaluation of site adminisrators and teachers who work in PreK-3rd grade settings. Principals/Site Administrators related to the learning and development of children, birth to age 8. about instructional strategies, learning environment, teacher assignment, professional development priorities, the purpose of providing constructive and supportive feedback to teachers. classrooms. Teachers and administrators to be constructive and supportive. across classrooms and differentiated instruction for all children. Key Buckets of Overlap: Cross-Sector Work; Data-Driven Improvement Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches 5 PreK-3rd Strategies Example Implementation Indicators Self-Assess Depth of Implementation/Alignment Example Evaluation Approach GOAL: Implementation Indicators Administrator Effectiveness Administrators (district superintendents, school principals, early childhood directors) actively create a culture and organizational structures that ensure the quality of PreK-3rd grade learning. Visible Leadership Administrators demonstrate that PreK-3rd is a priority to both internal and external stakeholders District Administrators/Community Leaders municipalities with early learning initiatives, extended-learning programs, and other community-based programs. about PreK-3rd as a priority in both internal (e.g., district strategic plans, teacher newsletters) and external (e.g., web sites, family newsletters) platforms. program administrators focus on core PreK- initiatives that compete for teachers’ attention. Principals/Site Administrators elementary schools, the early learning programs that feed into them, and families. partnerships between schools and local early learning programs so they are perceived to be meaningful and mutually beneficial. Administrators are active leaders in partnerships that are demonstrated to be: Collaborative Inclusive of multiple partners Effective at creating change Visible to the public (e.g., families) Credible to policymakers Administrators support teamwork that includes teachers from: School-based PreK Community-based early learning programs Kindergarten First Grade Second Grade Third Grade After-school and extended-learning programs Special programs’ staff (e.g., Special Education; Title I; occupational/physical therapists) Administrators are accountable for: Improving their own knowledge and skills related to supporting effective instruction for young learners Setting high expectations for both teacher and student learning Tracking student progress Using fair and valid tools to inform their conversations with teachers about effective instruction EVALUATION PURPOSES: 3rd grade reforms and provide formative feedback to administrators (beginning of year and on-going). on instruction is perceived by teachers and families (end of year). gather formative feedback on how to improve. EXAMPLE METHODS: administrators; teachers. administrators, teachers, and other key stakeholders. administrators. schools, early learning, and community-based programs. meetings of teachers and other stakeholders. Foster Teamwork Administrators foster teamwork among individuals, especially teachers, at all levels within the PreK-3rd work. District Administrators/Community Leaders school principals and early learning directors/ administrators. principals/administrators to build and support constructive teamwork among teachers. Principals/Site Administrators professional development among teachers in grade (vertical) teams, inclusive of both school- and community-based teachers. involving teacher teams in setting professional development agendas and materials selection. based teachers to work together across different daily, weekly, quarterly, and school year calendars. Teachers communities with other teachers at their age/ communities with teachers in other age/grade levels (vertical). Instructional Leadership Administrators are effective instructional leaders, PreK-3rd. District Administrators/Community Leaders related to the learning and development of children, birth through age 8. others’ leadership skills around improving learning opportunities for young children. programs and on-going supervision/evaluation of site adminisrators and teachers who work in PreK-3rd grade settings. Principals/Site Administrators related to the learning and development of children, birth to age 8. about instructional strategies, learning environment, teacher assignment, professional development priorities, the purpose of providing constructive and supportive feedback to teachers. classrooms. Teachers and administrators to be constructive and supportive. across classrooms and differentiated instruction for all children. Key Buckets of Overlap: Cross-Sector Work; Data-Driven Improvement Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches 5 PreK-3rd Strategies Example Implementation Indicators Self-Assess Depth of Implementation/Alignment Example Evaluation Approach GOAL: Self-Assess Depth of Alignment
  25. 25. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   25   Administrator Effectiveness Administrators (district superintendents, school principals, early childhood directors) actively create a culture and organizational structures that ensure the quality of PreK-3rd grade learning. Visible Leadership Administrators demonstrate that PreK-3rd is a priority to both internal and external stakeholders District Administrators/Community Leaders municipalities with early learning initiatives, extended-learning programs, and other community-based programs. about PreK-3rd as a priority in both internal (e.g., district strategic plans, teacher newsletters) and external (e.g., web sites, family newsletters) platforms. program administrators focus on core PreK- initiatives that compete for teachers’ attention. Principals/Site Administrators elementary schools, the early learning programs that feed into them, and families. partnerships between schools and local early learning programs so they are perceived to be meaningful and mutually beneficial. Administrators are active leaders in partnerships that are demonstrated to be: Collaborative Inclusive of multiple partners Effective at creating change Visible to the public (e.g., families) Credible to policymakers Administrators support teamwork that includes teachers from: School-based PreK Community-based early learning programs Kindergarten First Grade Second Grade Third Grade After-school and extended-learning programs Special programs’ staff (e.g., Special Education; Title I; occupational/physical therapists) Administrators are accountable for: Improving their own knowledge and skills related to supporting effective instruction for young learners Setting high expectations for both teacher and student learning Tracking student progress Using fair and valid tools to inform their conversations with teachers about effective instruction EVALUATION PURPOSES: 3rd grade reforms and provide formative feedback to administrators (beginning of year and on-going). on instruction is perceived by teachers and families (end of year). gather formative feedback on how to improve. EXAMPLE METHODS: administrators; teachers. administrators, teachers, and other key stakeholders. administrators. schools, early learning, and community-based programs. meetings of teachers and other stakeholders. Foster Teamwork Administrators foster teamwork among individuals, especially teachers, at all levels within the PreK-3rd work. District Administrators/Community Leaders school principals and early learning directors/ administrators. principals/administrators to build and support constructive teamwork among teachers. Principals/Site Administrators professional development among teachers in grade (vertical) teams, inclusive of both school- and community-based teachers. involving teacher teams in setting professional development agendas and materials selection. based teachers to work together across different daily, weekly, quarterly, and school year calendars. Teachers communities with other teachers at their age/ communities with teachers in other age/grade levels (vertical). Instructional Leadership Administrators are effective instructional leaders, PreK-3rd. District Administrators/Community Leaders related to the learning and development of children, birth through age 8. others’ leadership skills around improving learning opportunities for young children. programs and on-going supervision/evaluation of site adminisrators and teachers who work in PreK-3rd grade settings. Principals/Site Administrators related to the learning and development of children, birth to age 8. about instructional strategies, learning environment, teacher assignment, professional development priorities, the purpose of providing constructive and supportive feedback to teachers. classrooms. Teachers and administrators to be constructive and supportive. across classrooms and differentiated instruction for all children. Key Buckets of Overlap: Cross-Sector Work; Data-Driven Improvement Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches 5 PreK-3rd Strategies Example Implementation Indicators Self-Assess Depth of Implementation/Alignment Example Evaluation Approach GOAL: Example Evaluation Approach Administrator Effectiveness Administrators (district superintendents, school principals, early childhood directors) actively create a culture and organizational structures that ensure the quality of PreK-3rd grade learning. Visible Leadership Administrators demonstrate that PreK-3rd is a priority to both internal and external stakeholders District Administrators/Community Leaders municipalities with early learning initiatives, extended-learning programs, and other community-based programs. about PreK-3rd as a priority in both internal (e.g., district strategic plans, teacher newsletters) and external (e.g., web sites, family newsletters) platforms. program administrators focus on core PreK- initiatives that compete for teachers’ attention. Principals/Site Administrators elementary schools, the early learning programs that feed into them, and families. partnerships between schools and local early learning programs so they are perceived to be meaningful and mutually beneficial. Administrators are active leaders in partnerships that are demonstrated to be: Collaborative Inclusive of multiple partners Effective at creating change Visible to the public (e.g., families) Credible to policymakers Administrators support teamwork that includes teachers from: School-based PreK Community-based early learning programs Kindergarten First Grade Second Grade Third Grade After-school and extended-learning programs Special programs’ staff (e.g., Special Education; Title I; occupational/physical therapists) Administrators are accountable for: Improving their own knowledge and skills related to supporting effective instruction for young learners Setting high expectations for both teacher and student learning Tracking student progress Using fair and valid tools to inform their conversations with teachers about effective instruction EVALUATION PURPOSES: 3rd grade reforms and provide formative feedback to administrators (beginning of year and on-going). on instruction is perceived by teachers and families (end of year). gather formative feedback on how to improve. EXAMPLE METHODS: administrators; teachers. administrators, teachers, and other key stakeholders. administrators. schools, early learning, and community-based programs. meetings of teachers and other stakeholders. Foster Teamwork Administrators foster teamwork among individuals, especially teachers, at all levels within the PreK-3rd work. District Administrators/Community Leaders school principals and early learning directors/ administrators. principals/administrators to build and support constructive teamwork among teachers. Principals/Site Administrators professional development among teachers in grade (vertical) teams, inclusive of both school- and community-based teachers. involving teacher teams in setting professional development agendas and materials selection. based teachers to work together across different daily, weekly, quarterly, and school year calendars. Teachers communities with other teachers at their age/ communities with teachers in other age/grade levels (vertical). Instructional Leadership Administrators are effective instructional leaders, PreK-3rd. District Administrators/Community Leaders related to the learning and development of children, birth through age 8. others’ leadership skills around improving learning opportunities for young children. programs and on-going supervision/evaluation of site adminisrators and teachers who work in PreK-3rd grade settings. Principals/Site Administrators related to the learning and development of children, birth to age 8. about instructional strategies, learning environment, teacher assignment, professional development priorities, the purpose of providing constructive and supportive feedback to teachers. classrooms. Teachers and administrators to be constructive and supportive. across classrooms and differentiated instruction for all children. Key Buckets of Overlap: Cross-Sector Work; Data-Driven Improvement Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches 5 PreK-3rd Strategies Example Implementation Indicators Self-Assess Depth of Implementation/Alignment Example Evaluation Approach GOAL: Also Consider What Leverages What
  26. 26. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   26   Q  &  A What’s   Happening   this   AEernoon 1.  Divide  into  mixed  community  groups.   ◦  Look  at  back  of  your  nametag  for  your   table  #.   2.  Divide  to  conquer  all  8  buckets.   ◦  Odd  #  tables:    Buckets  1-­‐4   ◦  Even  #  tables:  Buckets  5-­‐8   3.  Bucket  Speed  Da<ng.   ◦  You  will  have  8  minutes  to  discuss,  as  a   table,  key  quesGons  I  will  pose  on  each   bucket.   ◦  Take  note  of  others’  ideas,  strategies,  and   challenges.  
  27. 27. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   27   LUNCH Cross-Sector Work Which team/group has collective responsibility for leading P-3 efforts? Is there a shared/collective strategic plan – endorsed across organizations – to guide the work? Is there “glue funding” that keeps the cross-sector work prominent and engaging?
  28. 28. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   28   Administrator Effectiveness How do administrators exhibit public support for P-3 work? How do administrators foster teamwork? Not just within own building, but across sectors? How do you ensure that administrators are effective instructional leaders for young children? Teacher Effectiveness How are teachers supported to focus on and improve their instruction? How do teachers share their classroom practices and strategies with each other? How frequently do teachers collaborate as teams – both horizontally and vertically?
  29. 29. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   29   Instructional Tools Do all programs/teachers use a common set of standards that are aligned along a developmental continuum, P-3? How do schools/programs select and implement balanced, developmental, and common curricula? How do teachers use common formative assessment processes/data to inform their instruction? Learning Environment How do you ensure that learning environments are culturally inclusive? What evidence do you have that environments promote relationships – both among children and adults? What kinds of supports are provided to ensure all classrooms are equipped to engage diverse learners?
  30. 30. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   30   Data-driven Improvement What sources of child assessment data are used to identify achievement gaps and to differentiate resources? What sources of program data are used to identify effectiveness and to re-align resources? Engaged Families What efforts are in place to make engaged families a priority for all school- and program-based staff? What are the different ways in which you ensure two- way communication with families? How are families engaged in shared leadership and decision-making on behalf of their own child?
  31. 31. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   31   Continuity and Pathways How are you expanding and extend access to children who most need it? In what ways do you focus on transitions and continuity, with intent to create a six-year pathway for each child? Cross-Sector Work Administrators Teachers Instructional Tools Learning Environment Data-Driven Improvement Family Engagement Continuity and Pathways Comprehensive P-3 Approach
  32. 32. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   32   Always keep children at the center of our pop-bead thinking. Always keep in mind why we do this work. Na4onal  P-­‐3  Listserv Send  email  with  “Subscribe”  in  subject  line  to:     P-­‐3@u.washington.edu  
  33. 33. 4/10/15   Kauerz,  K.  (10  April  2015).  Construc<ng   Comprehensive  Birth  through  Third  Grade   Approaches.  Southbridge,  MA.   33   Contact  Informa4on   Kris<e  Kauerz,  Ed.D.     Research  Assistant  Professor,  P-­‐3  Policy  &  Leadership     College  of  Educa<on,  University  of  Washington     kauerzk@uw.edu  

Workshop 3, Part 2 of 2 "Constructing a Birth Through Grade Three Approach" April 10, 2015 (Southbridge, MA) Featured Speaker: Kristie Kauerz, Ed.D., University of Washington

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