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State Agency Collaboration on Early Childhood
Education/Preschool to Kindergarten Transition
Pilot
Phases I, II, and III
Transition Pilot Cross-Sector Consultant Meeting
Fall, 2019
Objectives
for Today
Understand “why” this project is happening
Review Progress of Transition Pilot
Planning for Phase III of Transition Pilot
Review objectives and implementation
timelines of the project
Review expectations of consultants
Discussion of “What we’ve learned so far”
Planning time for Cross-Sector Consultant
Teams
Why a Pre-K to
Kindergarten Pilot?
•2016-2017 Budget
•Senate Bill 740
•Pilot program
Legislation Requirements
(1) Methods to standardize student transition information such that it is quantifiable.
(2) Recommendations for sharing data contained in a student’s transition plan between preschool
teachers, and either kindergarten teachers or the schools that receive the incoming kindergarten
students.
(3) Recommendations for sharing data contained in a student's transition plan between preschool
teachers, and the parents or guardians of the child who is transitioning to kindergarten.
(4) Recommendations for preschool teacher training and continuing education to support their role in
completing transition plans for preschool children.
(5) Recommendations for baseline information that should be compiled in transition plans for students
transitioning to kindergarten.
(6) Procedures for the management of transition plan documents, including recommendations for the
length of records retention, provisions for confidentiality, and proper disposal.
(7) Any other components the department deems appropriate in the provision of information between
preschools, students' families and kindergartens.
Phase I Pilot
• Pilot Counties
• Craven County
• Davidson County
• Iredell County
• Six Classrooms
• Private Child Care PreK
Classroom
• Public School PreK
Classroom
• Support provided State Leadership
Team and ELN Consultants
Components of Phase I Pilot
Child Development Information Form
Family
Engageme
nt
The development of an
"All About Me" and
“Getting to Know Your
Family” forms for families
to share information
about their children with
kindergarten teachers.
Resources and
Support
• Communication, virtual training and
on-site support for Pre-K and
Kindergarten teachers by the ELN
Consultants and State Leadership
Team
• Collected feedback from pilot
participants
• Convened a work group of pilot Pre-
K and K sites to capture
additional input from Pre-K and K
teachers and families
• Made revisions to the Child
Development Information Form to
capture requested data
• Finalized a draft transition planning
template
Preschool
Developmen
t Grant
• Secured PDG Funding of
$4.5 million
• Hired a Transition
Coordinator
• Worked with Early Learning
Network to develop trainings
• Formative Assessment
• Family Engagement
• Monetary Support for PreK
and K Teachers
• Cover travel
• Cover substitutes
• Connection with Family
Engagement work,
Universal Enrollment and
Translation Services
• State Data Sharing Platform
This Photo by Unknown Author is licensed under CC BY
Phase II Pilot
• Surveyed all NC Pre-K
Contractors –
31 Applications
• Selected 16 additional
counties for Phase II
Pilot
• 3 Classrooms in each
community
• Private Setting
• Public School Setting
• Head Start Setting
This Photo by Unknown Author is licensed under CC BY-NC-ND
Phase II: Pilot Counties
• Buncombe County
• Caldwell County
• Craven County
• Davidson County
• Guilford County
• Henderson County
• Iredell County
• Lincoln County
• Montgomery County
• Nash/Edgecombe
Counties
• Northampton County
• Onslow County
• Pender County
• Randolph County
• Rockingham County
• Sampson County
• Transylvania County
• Wake County
Components
of Phase II
Pilot
PreK teachers completed Child
Information Form and shared with
families
Family Engagement “All About Me
Forms” and shared with families
Engaged Local Leadership Teams (NC
PreK Advisory Committees)
Leadership Team created
Community Transition Plan
Resources and Support
• Two face-to-face Regional Meetings for training and
touchpoints
• Communication, virtual training and on-site support
for Pre-K and Kindergarten teachers by the ELN
Consultants, NC PreK Consultants, and State
Leadership Team
• OEL Consultants (DPI) added to support local
leadership teams
• Collected feedback from pilot participants
• Convened a work group of pilot Pre-K and K sites to
capture additional input from Pre-K and K teachers and
families
• Piloted a draft transition planning template
• Advanced Trainings
• Formative Assessment
• Family Engagement
Resourc
es and
Support
Added Translation
Services and currently
translating materials
and documents
Converted Child
Information Form to
Family Friendly
Language
Commitment
and
Engagement
Assurances Document signed
by local NC PreK Advisory
Committees
Convening Local Leadership
Teams to create plan
Community
Transition Plan
Assurance
Document of
Expectations
adopted
Creation of Data
Sharing
Mechanism
Creation of
Communication
Plan
Phase III –
Transition
Pilot
17 counties continuing the
work (lost
Nash/Edgecombe)
No new communities being
added this year
Focus of Transition shifts to
entire 4-year-old school
year
More intentional coaching
and technical assistance
provided for PreK teachers,
Kindergarten teachers, and
local Leadership Teams
Focus on training of
Administrators/Community
Leaders
Pilot communities to
develop Scale-Up Plans
Implementation of
Community Transition
Plans
•Development of Communication
Plan as component of overall
transition plan
Next Steps
• State Leadership Team Planning meeting
• Summer 2019
• Consultant Training – August 30, 2019
• Letter to Local Superintendents about Transition Pilot
• More intentional opportunities for PreK and K
Teachers to work together
• October 25, 2019 – Meeting with PreK and K
Teachers
Next Steps
(continued)
Regional Meetings
•West – September 27, 2019 – First Baptist Church, Asheville
•Southeast – October 4, 2019 – Onslow County Partnership, Jacksonville
•Northeast – October 8, 2019 – Rocky Mount
•Central – October 11, 2019 – His Glory Child Development Center, Greensboro
Continue state-level work to secure
a data sharing platform
Link work of other teams and
committees
Develop application for PDG 2-4 Year
Grant to continue transitions work
Pre-K Transition Plan
Scale-up Timeline
Transition
Plans
School Year
2018-19 2020-21 2022-23 2025
NC Pre-K
classrooms
in 10
counties
NC Pre-K
classrooms
in 30
counties
NC Pre-K
and Subsidy
classrooms
in 100
counties
All four-
year-old
classrooms
in 100
counties
What have we
learned?
• Kindergarten teachers want more
social/emotional information
• Families need to be more engaged in the
transition process
• Use family-friendly language when sharing
skill progression with parents
• Pre-K and Kindergarten Teachers need
opportunities to work together
• Pre-K paperwork can be overwhelming
• At present, no consistent way to share child
specific data
• Must build local capacity to support
transition work
• Need local autonomy for transition strategies
What have we
learned?
• Create an onboarding process for interested
parties
• Intentional about Communication with Key
Partners
• Choices for Kindergarten and Early Care
and Education create challenges for
transition work
• PreK and K Teachers are excited about
collaboration

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Leadership Meeting.pptx

  • 1. State Agency Collaboration on Early Childhood Education/Preschool to Kindergarten Transition Pilot Phases I, II, and III Transition Pilot Cross-Sector Consultant Meeting Fall, 2019
  • 2. Objectives for Today Understand “why” this project is happening Review Progress of Transition Pilot Planning for Phase III of Transition Pilot Review objectives and implementation timelines of the project Review expectations of consultants Discussion of “What we’ve learned so far” Planning time for Cross-Sector Consultant Teams
  • 3. Why a Pre-K to Kindergarten Pilot? •2016-2017 Budget •Senate Bill 740 •Pilot program
  • 4. Legislation Requirements (1) Methods to standardize student transition information such that it is quantifiable. (2) Recommendations for sharing data contained in a student’s transition plan between preschool teachers, and either kindergarten teachers or the schools that receive the incoming kindergarten students. (3) Recommendations for sharing data contained in a student's transition plan between preschool teachers, and the parents or guardians of the child who is transitioning to kindergarten. (4) Recommendations for preschool teacher training and continuing education to support their role in completing transition plans for preschool children. (5) Recommendations for baseline information that should be compiled in transition plans for students transitioning to kindergarten. (6) Procedures for the management of transition plan documents, including recommendations for the length of records retention, provisions for confidentiality, and proper disposal. (7) Any other components the department deems appropriate in the provision of information between preschools, students' families and kindergartens.
  • 5. Phase I Pilot • Pilot Counties • Craven County • Davidson County • Iredell County • Six Classrooms • Private Child Care PreK Classroom • Public School PreK Classroom • Support provided State Leadership Team and ELN Consultants
  • 6. Components of Phase I Pilot Child Development Information Form
  • 7. Family Engageme nt The development of an "All About Me" and “Getting to Know Your Family” forms for families to share information about their children with kindergarten teachers.
  • 8. Resources and Support • Communication, virtual training and on-site support for Pre-K and Kindergarten teachers by the ELN Consultants and State Leadership Team • Collected feedback from pilot participants • Convened a work group of pilot Pre- K and K sites to capture additional input from Pre-K and K teachers and families • Made revisions to the Child Development Information Form to capture requested data • Finalized a draft transition planning template
  • 9. Preschool Developmen t Grant • Secured PDG Funding of $4.5 million • Hired a Transition Coordinator • Worked with Early Learning Network to develop trainings • Formative Assessment • Family Engagement • Monetary Support for PreK and K Teachers • Cover travel • Cover substitutes • Connection with Family Engagement work, Universal Enrollment and Translation Services • State Data Sharing Platform This Photo by Unknown Author is licensed under CC BY
  • 10. Phase II Pilot • Surveyed all NC Pre-K Contractors – 31 Applications • Selected 16 additional counties for Phase II Pilot • 3 Classrooms in each community • Private Setting • Public School Setting • Head Start Setting This Photo by Unknown Author is licensed under CC BY-NC-ND
  • 11. Phase II: Pilot Counties • Buncombe County • Caldwell County • Craven County • Davidson County • Guilford County • Henderson County • Iredell County • Lincoln County • Montgomery County • Nash/Edgecombe Counties • Northampton County • Onslow County • Pender County • Randolph County • Rockingham County • Sampson County • Transylvania County • Wake County
  • 12. Components of Phase II Pilot PreK teachers completed Child Information Form and shared with families Family Engagement “All About Me Forms” and shared with families Engaged Local Leadership Teams (NC PreK Advisory Committees) Leadership Team created Community Transition Plan
  • 13. Resources and Support • Two face-to-face Regional Meetings for training and touchpoints • Communication, virtual training and on-site support for Pre-K and Kindergarten teachers by the ELN Consultants, NC PreK Consultants, and State Leadership Team • OEL Consultants (DPI) added to support local leadership teams • Collected feedback from pilot participants • Convened a work group of pilot Pre-K and K sites to capture additional input from Pre-K and K teachers and families • Piloted a draft transition planning template • Advanced Trainings • Formative Assessment • Family Engagement
  • 14. Resourc es and Support Added Translation Services and currently translating materials and documents Converted Child Information Form to Family Friendly Language
  • 15. Commitment and Engagement Assurances Document signed by local NC PreK Advisory Committees Convening Local Leadership Teams to create plan Community Transition Plan Assurance Document of Expectations adopted Creation of Data Sharing Mechanism Creation of Communication Plan
  • 16. Phase III – Transition Pilot 17 counties continuing the work (lost Nash/Edgecombe) No new communities being added this year Focus of Transition shifts to entire 4-year-old school year More intentional coaching and technical assistance provided for PreK teachers, Kindergarten teachers, and local Leadership Teams Focus on training of Administrators/Community Leaders Pilot communities to develop Scale-Up Plans Implementation of Community Transition Plans •Development of Communication Plan as component of overall transition plan
  • 17. Next Steps • State Leadership Team Planning meeting • Summer 2019 • Consultant Training – August 30, 2019 • Letter to Local Superintendents about Transition Pilot • More intentional opportunities for PreK and K Teachers to work together • October 25, 2019 – Meeting with PreK and K Teachers
  • 18. Next Steps (continued) Regional Meetings •West – September 27, 2019 – First Baptist Church, Asheville •Southeast – October 4, 2019 – Onslow County Partnership, Jacksonville •Northeast – October 8, 2019 – Rocky Mount •Central – October 11, 2019 – His Glory Child Development Center, Greensboro Continue state-level work to secure a data sharing platform Link work of other teams and committees Develop application for PDG 2-4 Year Grant to continue transitions work
  • 19. Pre-K Transition Plan Scale-up Timeline Transition Plans School Year 2018-19 2020-21 2022-23 2025 NC Pre-K classrooms in 10 counties NC Pre-K classrooms in 30 counties NC Pre-K and Subsidy classrooms in 100 counties All four- year-old classrooms in 100 counties
  • 20. What have we learned? • Kindergarten teachers want more social/emotional information • Families need to be more engaged in the transition process • Use family-friendly language when sharing skill progression with parents • Pre-K and Kindergarten Teachers need opportunities to work together • Pre-K paperwork can be overwhelming • At present, no consistent way to share child specific data • Must build local capacity to support transition work • Need local autonomy for transition strategies
  • 21. What have we learned? • Create an onboarding process for interested parties • Intentional about Communication with Key Partners • Choices for Kindergarten and Early Care and Education create challenges for transition work • PreK and K Teachers are excited about collaboration

Editor's Notes

  1. As part of the 2016-2017 budget, NC Senate Bill 740 was adopted by the full Senate at the request of a special legislative oversight committee on early education. The bill directs the Department of Health and Human Services, the Department of Public Instruction, and any other interested agencies to work together to develop and implement a statewide vision for early education. As part of that work, the bill directs the departments to devise a way for preschool teachers to prepare a preschool to kindergarten transition plan for all children enrolled in the NC Pre-K program, documenting their strengths and needs. The bill also directs the departments to develop and implement a standardized process to transition all children from preschool to kindergarten. Statewide surveys have been conducted over the past 18 months to identify the 5 top “best practices” in a transition process. Work is continuing on this objective and will be piloted later. The immediate goal is to pilot a process of documenting children’s strengths and needs that will inform Kindergarten teachers instruction as children enter their class, and inform the process around conducting the Kindergarten Entry Assessment. In order to create viable individual child transition plans on a short time frame, the departments are utilizing existing documents: the Foundations document, which outlines skills for children in early childhood classrooms, and the Kindergarten Entry Assessment, or KEA, which documents children’s skills at kindergarten entry. This presentation outlines the key pieces of the transition plan, which will be piloted in three districts this year: Craven, Davidson, and Iredell.
  2. During the 2016 legislative session, Session Law 2016-94, Section 12B.5.(d) was passed.  In the law the Division of Child Development and Early Education, in consultation with the Department of Public Instruction, were charged with developing unified vision of what our system of transitioning children from preschool into kindergarten should be.  
  3. Recruited Pilot Counties: The cross-agency committee developed selection criteria and approached three counties who agreed to partner with us in a pilot. The pilot will include PreK teachers recording child development information for children served in their classrooms (one private-based NC PreK classroom and one public school-based NC PreK classroom) and sharing the information with families. They will then ask families to share the information with kindergarten teachers in receiving schools. The current communities that have agreed to participate in some of these activities are Davidson County, Iredell County, and Craven County.  Stakeholder Input: We collected information from stakeholders about transition practices in different ways around the state.  We reviewed a statewide study conducted by Smart Start on transition practices, surveyed over 100 preschool coordinators in the LEAs, interviewed stakeholders in our pilot counties, and gathered input from PreK and kindergarten teachers as well as administrators and other early childhood professionals during a session at DPI's statewide conference in March. 
  4. Child Development Information form development: This is the Child Development Information form we have developed for your to pilot this spring. We cross walked critical early learning and development skills/progressions to the construct progressions in the KEA, so that the information that preschool teachers send to kindergarten will help inform the KEA rating process. Once we met with some Kindergarten teachers and asked them what else they thought they needed to know, they explained that they were really interested in the social and emotional development status of children as they entered their classroom. So in addition to including learning progressions that align with the construct progression in the KEA, we included the key social and emotional skill progressions they identified. Please remember as we do this pilot, we will be asking preschool teachers and kindergarten teachers to help us narrow this information in to the “most” important information. This process needs to be efficient, use information that you already collect on children, and be meaningful. An analysis between the NC Early Learning and Development Standards and the skill progressions on the Kindergarten Entry portion of the K-3 Formative Assessment process was done to identify skills and behaviors from the ELDS that are directly related to skills on the KEA progressions. Additional skills from the ELDS were added based on stakeholder input. A 4 point scale was then identified so that a PreK teacher can indicate a child's status for each skill or indicate that a skill was not observed. We also provide an space for the PreK teacher to share successful strategies that were used is a child does not have a skill "completely" in place. This form has been recreated as a survey within Qualtrics to support the process of recording the information. Once entered, the teacher will then be able to print out a copy to share with the family. The child development information for each child will then be shared by the PreK teacher with his/her family and they will request that families share the information with their child's kindergarten teacher once school begins in the fall. If it does not already exist, the PreK program will also obtain permission from families to share the information with the school system in the case that the family is not able to.
  5. Development of All About Me and Getting to Know Your Family forms for families to share information about their children with Kindergarten teachers: Every child that enters kindergarten comes to school with different interests, skills, strengths, and needs. Kindergarten teachers want to learn as much as possible about their children in order to guide learning experiences that are appropriate for individual students. It is important for families to share information about their families the Kindergarten teacher. The A Getting to Know Your Family questionnaire, offers information about a student’s home language, educational background, home environment, and contact information. The Welcome Kindergarten Families questionnaire, offers an opportunity for the student to share about themselves with the help of family members through pictures, drawings, and writing. Teachers that have utilized these surveys in the past have shared that it provided key information that was not given on the registration paperwork, and families were very honest and forthcoming in sharing details that they may not feel comfortable sharing in person. Staff in schools that deliberately create a culture that promotes relationships among families, the recognition of families’ needs and cultural differences lead to greater understanding and respect among all involved and lead a shared partnership of mutual responsibility for student learning.
  6. Communication, virtual training, and onsite support for Kindergarten teachers: To support kindergarten teachers in using the information shared by PreK teachers and understanding the process, a voiced over PowerPoint has been developed with accompanying resources. This will be sent later this month to piloting kindergarten teachers and administrators to provide them with an overview of the information they will receive and the process. This information will be sent again in August just prior to school beginning and followed up with a live webinar. Office of Early Learning consultants will provide onsite support at the beginning of the school year. Receive feedback from pilot participants: Through interviews and surveys, we will seek feedback from pilot participants and families regarding the process and the usefulness of the information that is shared. We will also seek additional input regarding what additional information about children might be helpful for kindergarten teachers as they plan for receiving children and begin planning instruction at the beginning of the school year. Seek additional input from PreK and K teachers and families: We will seek broader input from PreK teachers, kindergarten teachers, and families to inform the final version of the Child Development Form and the information that families provide about their children, as well as, the processes of sharing information between PreK teachers, families, and kindergarten teachers that will increase the likelihood of a smooth transition for young children.  Make revisions to the Child Development Information Form and conduct a second pilot: Once feedback and additional input is received and analyzed, the Child Development form will be revised and the method for families to contribute child information will finalized. In 2019 a second pilot will occur with additional pilot counties (I have in my notes that we discussed bringing on a few more counties who have strong ESSA plans around PreK to K Transitions. Is this your understanding as well?) Finalize a draft planning template and get feedback from local NC Pre-K committees: We are currently working on a draft template that will identify key components of a transition plan including processes for sharing child information and opportunities for families to share information about their children. We will ask for feedback and additional input from local NC PreK Committees and then revise the template.  Pilot the transition planning template in the fall 2018: We will conduct a pilot of the planning template and process with the local NC PreK committees in piloting counties in the fall of 2018 as they plan for the spring of 2019. 
  7. Emphasis on Guiding Practice #5 – how to share child developmental information locally Communication Plan
  8. Communication, virtual training, and onsite support for Kindergarten teachers: To support kindergarten teachers in using the information shared by PreK teachers and understanding the process, a voiced over PowerPoint has been developed with accompanying resources. This will be sent later this month to piloting kindergarten teachers and administrators to provide them with an overview of the information they will receive and the process. This information will be sent again in August just prior to school beginning and followed up with a live webinar. Office of Early Learning consultants will provide onsite support at the beginning of the school year. Receive feedback from pilot participants: Through interviews and surveys, we will seek feedback from pilot participants and families regarding the process and the usefulness of the information that is shared. We will also seek additional input regarding what additional information about children might be helpful for kindergarten teachers as they plan for receiving children and begin planning instruction at the beginning of the school year. Seek additional input from PreK and K teachers and families: We will seek broader input from PreK teachers, kindergarten teachers, and families to inform the final version of the Child Development Form and the information that families provide about their children, as well as, the processes of sharing information between PreK teachers, families, and kindergarten teachers that will increase the likelihood of a smooth transition for young children.  Make revisions to the Child Development Information Form and conduct a second pilot: Once feedback and additional input is received and analyzed, the Child Development form will be revised and the method for families to contribute child information will finalized. In 2019 a second pilot will occur with additional pilot counties (I have in my notes that we discussed bringing on a few more counties who have strong ESSA plans around PreK to K Transitions. Is this your understanding as well?) Finalize a draft planning template and get feedback from local NC Pre-K committees: We are currently working on a draft template that will identify key components of a transition plan including processes for sharing child information and opportunities for families to share information about their children. We will ask for feedback and additional input from local NC PreK Committees and then revise the template.  Pilot the transition planning template in the fall 2018: We will conduct a pilot of the planning template and process with the local NC PreK committees in piloting counties in the fall of 2018 as they plan for the spring of 2019. 
  9. Communication, virtual training, and onsite support for Kindergarten teachers: To support kindergarten teachers in using the information shared by PreK teachers and understanding the process, a voiced over PowerPoint has been developed with accompanying resources. This will be sent later this month to piloting kindergarten teachers and administrators to provide them with an overview of the information they will receive and the process. This information will be sent again in August just prior to school beginning and followed up with a live webinar. Office of Early Learning consultants will provide onsite support at the beginning of the school year. Receive feedback from pilot participants: Through interviews and surveys, we will seek feedback from pilot participants and families regarding the process and the usefulness of the information that is shared. We will also seek additional input regarding what additional information about children might be helpful for kindergarten teachers as they plan for receiving children and begin planning instruction at the beginning of the school year. Seek additional input from PreK and K teachers and families: We will seek broader input from PreK teachers, kindergarten teachers, and families to inform the final version of the Child Development Form and the information that families provide about their children, as well as, the processes of sharing information between PreK teachers, families, and kindergarten teachers that will increase the likelihood of a smooth transition for young children.  Make revisions to the Child Development Information Form and conduct a second pilot: Once feedback and additional input is received and analyzed, the Child Development form will be revised and the method for families to contribute child information will finalized. In 2019 a second pilot will occur with additional pilot counties (I have in my notes that we discussed bringing on a few more counties who have strong ESSA plans around PreK to K Transitions. Is this your understanding as well?) Finalize a draft planning template and get feedback from local NC Pre-K committees: We are currently working on a draft template that will identify key components of a transition plan including processes for sharing child information and opportunities for families to share information about their children. We will ask for feedback and additional input from local NC PreK Committees and then revise the template.  Pilot the transition planning template in the fall 2018: We will conduct a pilot of the planning template and process with the local NC PreK committees in piloting counties in the fall of 2018 as they plan for the spring of 2019.