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Building and Improving Your PreK-3rd Grade Systems

Building and Improving Your PreK-3rd Grade Systems. MNAFEE Education Minnesota Minnesota Department of Education. Complete Pretest. Objectives. Convey the momentum behind the PreK-3 rd Grade learning continuum. Define what PreK-3 rd Grade is and what it is not.

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Building and Improving Your PreK-3rd Grade Systems

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  1. Building and Improving Your PreK-3rd Grade Systems MNAFEE Education Minnesota Minnesota Department of Education

  2. Complete Pretest

  3. Objectives • Convey the momentum behind the PreK-3rd Grade learning continuum. • Define what PreK-3rd Grade is and what it is not. • Use the Framework for Planning, Implementing, and Evaluating PreK-3rd Grade approaches for reflection, self-evaluation, and improvement of Prek-3 systems.

  4. Objectives • Use information learned about national and state efforts in Minnesota and other states to support the implementation of PreK-systems. • Apply concrete strategies to improve or build PreK-3 system in local area/school district programs. 4

  5. Nuts & Bolts Find your partner who has the nut or bolt that fits with yours

  6. Questions to Discuss How do you define Early Education? Why is PreK-3 important? What is important when you think about PreK – 3rd Grade alignment? What are the commonalities you have with your partner?

  7. Why Do This Now? • Research shows that if a child does not attain a solid educational foundation in reading by Third Grade, he or she will struggle for the rest of their lives. • Research also shows that the cornerstone of a successful education is the learning that takes place from PreK through Third Grade.

  8. Melvin Carter – MDE Director of the Office of Early Learning

  9. Who is Responding….

  10. Principal Associations/ PreK-3 Wiki

  11. Momentum: PreK-3rd Grade in Minnesota

  12. Minnesota PreK-3rd Grade Efforts • Striving Readers Comprehensive Literacy work • Developed a comprehensive Birth – Grade 12 Literacy Plan • Minnesota Blueprint for Literacy: Achieving Success for 21st Century Learners • Several accompanying tools and resources • Harvard PreK-3rd Grade Institute • 2011 Education Bill • Reading Well by Grade 3; Local Literacy Plan; Literacy Incentive Aid • Office of Early Learning • Race to the Top – Early Learning Challenge, Dec. 2011 • PreK-3rd Grade Conferences

  13. Minnesota PreK-3rd Grade Efforts PreK-3rd Grade Harvard Institute, May 2011 • Cross-Sector State Level Team (MDE, United Way, St. Paul, Brooklyn Center, MN Reading Corp, Bloomington) • Developed Minnesota PreK-3rd Grade Theory of Action • Build statewide capacity for communities in partnership with local school districts, to plan and implement an aligned and systemic PreK-3 framework in all current and future work • Build statewide capacity for leaders to provide on-going, job-embedded training and education for both early childhood and early elementary teachers, superintendents, principals, school boards, instructional leaders, early learning center directors, community organizations, and families • Scientific Principles of Implementation

  14. Minnesota PreK-3rd Grade Efforts Minnesota OEL and the National Governors Association Policy Forum on Raising 3rd Grade Reading Proficiency – September, 2013 • Key decision makers gain a common understanding and greater awareness of current OEL/MDE work • Prioritizing of a PreK-3rd Grade framework and aligning policy to support the framework • Buy-in for the need to support a cohesive, seamless PreK-3rd Grade framework in order to achieve third grade reading proficiency • Establishment of a common messaging strategy for raising reading proficiency by 3rd Grade across all stakeholder groups and initiatives

  15. Minnesota PreK-3rd Grade Efforts PreK-3rd Grade Leadership Institute • MDE, Greater Twin Cities United Way, Minnesota Elementary School Principals Association (MESPA) • January – March – April – June of 2014 • Kristie Kauerz, Lead Facilitator FOCUS: • KK’s Framework for Planning, Implementing and Evaluating PreK-3rd Grade Approaches • Science of Implementation (SOI) • Integration of Current and Planned Programming and Services (RTT) • Identification and Sharing of Local Exemplary Community-Based Models

  16. Minnesota PreK-3rd Grade Efforts PreK-3rd Grade Leadership Institute GOALS: • To support and expand education and community leaders’ knowledge of developmentally appropriate educational practices across the PreK-3rd continuum with a focus on sustainable implementation of an aligned PreK-3rd Grade system. • To enhance early childhood educators’ understanding of the structure and culture of elementary schools and to enhance elementary school educators’ understanding of the structure and culture of early childhood education • To define and inform the creation of coherent local pathways from early childhood programs into the early elementary grades in the communities served by LeadershipInstitute participants • To create positive relationships and professional learning communities among early childhood educators and elementary school leaders

  17. PreK-3rd Grade It is NOT • One particular model • A short-term “initiative • Just an effort to expand access to high-quality preschool • Just traditional “transition” efforts of children moving from preschool to kindergarten • A collection of events unrelated to each other and not tied to meaningful change of children’s opportunities to learn • An effort to improve only PreK programming

  18. PreK-3rd Grade It is… • A long term initiative that involves many stakeholders • A planned, coordinated and collaborative effort • Improvement at each level and across levels • Variables such as: implementations, schedules or pace, scope, and focus may be different. • A focus on all levels with an emphasis on maintaining developmentally appropriate practices

  19. Defining PreK-3rd Grade Approaches PreK-3rd Grade is the continuum of learning that spans the traditional boundaries of pre-school learning opportunities (birth-to-five) and the early grades (K-3). Kristie Kauerz

  20. “Smart investment in early childhood requires a two-pronged approach: deep learning experiences in the birth-to-five years andimprovements in the early grades of elementary school.”

  21. Quality Continuum of Learning "to expect effects to be sustained throughout childhood and adolescence, at their initial high levels, in the absence of continued high quality schooling is to believe in magic” - Jeanne Brooks Gunn (2003).

  22. PreK-3 Improves Each Grade Level and Aligns Across Grade Levels Kauerz, 2011 Within Within Within Within Within Within Across

  23. Horizontal Alignment of PreK Part Kindergarten Head Start Child Care State FundedPreK Families

  24. Vertical Alignment 3rd grade Across 2nd Grade 1st Grade Full Day K Pre-K 0-3

  25. Small Group Share

  26. Break?

  27. Kristie Kauerz, Research Assistant Professor at the University of Washington Julia Coffman, Founder and Director of the Center for Evaluation Innovation Funded by the Foundation for Child Development, the W.K. Kellogg Foundation, the W. Clement and Jessie V. Stone Foundation, and the Bill & Melinda Gates Foundation

  28. Comprehensive PreK-3rd Grade Approach

  29. Cross-Sector Work GOAL Mechanisms, resources, and structures exist that reflect, support, and sustain shared vision collaborative relationships, and mutual accountability between 0-5 and K-12. STRATEGIES • Governance • Strategic Planning • Funding

  30. Hawai’i P-3 Initiative

  31. Dr. Robert Musgrove, President Pine Technical College

  32. Cross Sector Discussion Governance • Who are your partners in your PreK-3rd work? • Do you have representation on other recognized committees? Strategic Plans • Describe your established PreK-3rd leadership group vision and strategic plan Funding • How have you generated, aligned and maximized resources?

  33. Teacher Effectiveness GOAL Teachers are actively dedicated to providing high-quality instruction and effective learning experiences for all children, PreK-3rd Grade. STRATEGIES • Focus on Instruction • Visible Practice • Work as Teams

  34. Randy Koch, Principal on Special Assignment,  Michelle Trelstad, Community Education Director, Brooklyn Center Public Schools

  35. Marilee Christensen-Adams, Community Educaiton Assistant Manager      Dr. Mary Wolverton, Associate Superintendent-Elementary Education, District 11

  36. Learning Environment GOAL The physical space and emotional environment (campuses, buildings, schools, and classrooms) promote collaborative relationships, actively engage all children in a variety of learning experiences and settings, and support the health and wellness of children and adults. STRATEGIES • Culturally Inclusive • Promote Relationships • Structured to Support Diverse Learners

  37. TACSEI in MN

  38. What Does the CLASS* Measure?(Classroom Assessment Scoring System) Classroom Organization Behavior Management Productivity Instructional Learning Formats Instructional Support Concept Development Quality of Feedback Language Modeling Emotional Support Positive Climate Negative Climate Teacher Sensitivity Regard for Student Perspectives

  39. Toddler CLASS • Intended for classrooms with children between 15 and 36 months • 7 Dimensions • Positive Climate • Negative Climate • Teacher Sensitivity • Regard for Child Perspectives • Behavior Guidance • Facilitation of Learning and Development • Language Modeling

  40. Continuity and Pathways GOAL Every child, especially those most at risk for school failure, has access to a continuity of services and a clear pathway of high-quality education from PreK-3rd Grade. STRATEGIES • Access/Continuity of Services • PreK-3rd Grade Pathways

  41. Continuity and Pathways Activity • Read over your scenario • Define the risk factors for the children in the scenario • Identify adult “stakeholders” and assume that role • On the chart paper on your table, create a timeline: • Birth, 18 mon, 3 years, 4 ½ years, 6 years, 7 ½ years To ensure that children in the scenario have access to high quality learning opportunities birth to grade 3… • What policies, practices, and resources need to be in place (from your stakeholder perspective)? • Currently in place • What you wish were in place • Create a stable pathway of these opportunities • Using a post-it, note the smooth pathway of policies, practices and resources at the timeline touch-points

  42. Recap • National & Local Initiatives • Horizontal and Vertical Alignment • Cross Sector • Teacher Effectiveness • Learning Environments • Continuity & Pathways

  43. Comprehensive PreK-3rd Grade Approach

  44. Administrator Effectiveness GOAL Administrators (district superintendents, school principals, early childhood directors) actively create a culture and organizational structures that ensure the quality of PreK-3rd Grade learning. STRATEGIES • Visible Leadership • Foster Teamwork • Instructional Leadership

  45. Dr. Julie Olson, Director of Elementary Education District 196

  46. Administrator Effectiveness • Who is leading the PreK-3 efforts in your district/program? • Who are the major stakeholders in your community? • Do you feel adequately prepared to lead PreK-3 efforts in your program?

  47. Instructional Tools GOAL Standards, curricula, and assessments focus on both academic and social-emotional skills, and are aligned to create instructional coherence, PreK-3rd Grade. STRATEGIES • Standards • Curricula • Assessments 50

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