4 it was an age of foolishness. It was an age of wisdomit was an age of foolishness.Charles Dickens
5 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.
6 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.
7 Pieces of WisdomEarly Childhood Education starts at birth.
8 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.
14 How do we help children and families address this inequity?
15 Pieces of Wisdom2. Early Childhood Education doesn’t stop at preschool.
16 And, a large share of those children come from poor and minority homes Right now, all over the United States, we are leaving too many children behind in reading— NAEP Results (National Assessment of Educational Progress)And, a large share of those children come from poor and minority homesPercent of Students Performing Below Basic Level - 37%2526WhiteBlack5959Although, as a country, we do quite will in comparing our average reading levels to those of other industrialized countries, we have a huge disparity in achievement based on race/ethnicity and SES in our country. For example, on the most recent NAEP test, (then go through the results)I’ve posted New yorks results next to the national results, so you can see that New york is doing quite well overall, compared to the national average, but there is still a very large gap of children from racial/ethnic minorities and differences in SES.Hispanic5654Poor5456Non-poor2325
17 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.
18 What Are the Pieces of Wisdom Telling Us? Every Year Matters
19 What Are the Pieces of Wisdom Telling Us? In human development, the successful completion of each stage enables us to move on to the next.
20 What Are the Pieces of Wisdom Telling Us? We need to improve the learning opportunities at each stage, starting with babies.
21 We worry about what a child will be tomorrow, yet we forget that he is someone today. --Stacia Tauscher
22 What Are the Pieces of Wisdom Telling Us? We need to create better connections between each stage to support continuity of learning and development foreach child.5-83-50-3
23 What Are the Pieces of Wisdom Telling Us? There is increasing recognition that Third Grade is a crucial turning point in educational trajectories.
24 Birth – 8 Prenatal - 3rd Grade P - 3 This recognition of 3rd Grade as a turning point is leading to a national emphasis on:Prenatal - 3rd GradeP - 3
25 How can we support the 0-8 Progress? Shirley ???
26 Why P-3 From A State & District Perspective ? The need to reach children prior to kindergartenThe 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 learningEarly Intervention and prevention
27 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.
28 Requires a Systems Approach P-3 Standards(CC Standards & EC Guidelines)AssessmentsInstruction & CurriculumCommunity & School Response based on the students and families they serveClassroomResponding to the needs of students.Professional DevelopmentGradual Release
29 Established a P-3 Leadership Team Common GoalsCommon CurriculumShared LanguageShared ResourcesAssessment LoopAligned InstructionandProfessional Development
30 P-3 Leadership Team Goals and Vision Policies and Procedures Funding and ResourcesDistrict and School SystemsAssessment and DataProfessional Development and Instructional PracticesCore Curriculum and Supplemental MaterialsP-3 Leadership Team
31 Beyond Just Connecting Why Do This Work? Strong Foundation Birth to Third GradeEarly InterventionChanging Lives
32 Alignment &Problem Solving How is P-3 Part of Your System? StandardsAssessmentInstruction
33 School District /School & Community Planning Data/Assessment Need & Growth?How? What worked? What did not?District/School Community and other factorsResourcesWhat are the tools, materials, and PD you need to do this work?P-3 Plan
34 P-3 Instructional Model P-3 Core InstructionAdditional Practice Opportunities & supportsInterventions & Special Education
35 Aligning and Maximizing Resources PreK-12 (General Education, Special Programs & Special Education ) School wide and District wideHead StartEarly Head StartState PreschoolFaith BasedNon ProfitSpecial Ed B-3Special EdTitle ITitle II InstructionalCoachSpecial EducationGirls and Boys ClubTransitionsProfessional DevelopmentFamily Advocates& InterventionistMental Health ServicesSummer ServicesLibraryChild CareParks and rec* Summer School* Jump Start* Commitment and alignment of resources
36 Challenges & Considerations for Decision Making & Change Multiple measuresPrevention versus interventionCommunity, school wide and district systemsValue addedSupplantingStudent achievement & family supportSignificant growth versus investmentImpact (number of students, number of teachers and leaders)Use of Para pros versus teachersIncrease quality of special education and decrease adult dependency
37 Professional Development Shared ResourcesProfessional DevelopmentHead StartTitle ISpecial EducationCommunity & StateHow?
38 P-3 Instructional Leaders P-3 Development & Standards What children need to know and be able to do How Young Children Learn AND How to Match Instruction P-3 Instruction What 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 InterventionPrincipal & Leadership P-3 Institute Making a Difference Inc. (360)Linda Sullivan-Dudzic, Donna K. Gearns, Kelli Leavell
39 Strength Based Inventory What Quality Looks Like Marin Co. January 2013Systematic Strength-Based P-3 Alignment ProcessStrength Based InventoryPlanning GuideWhat Quality Looks LikeAssessment Loop
40 Systematic Strength-Based PreK-3 Alignment Process Strength Based InventoryPlanning GuideWhat Quality Looks LikeAssessment LoopMarin Co. January 2013Systematic Strength-BasedPreK-3 Alignment ProcessWhat are you doing now?Make agreements about what quality teaching and learning will look like in your PreK-3 system.Record agreements on the What Quality Looks LikeIdentify assessments needed based on the type of data and information you will share in our Assessment LoopMake agreements as a group regarding instructional tools and activities.Record agreements on the Planning GuideWhat do you need to add/revise?Determine what quality teaching and learning looks like .
41 PreK-3 Data Uses Identify Strengths and Support Areas Establish Goals Identify Professional Development NeedsInform Instruction2nd Grade Data3rd Grade & Beyond1st Grade Data2nd Grade DataPlan and adjust instruction for incoming studentsKindergarten Data1st Grade DataAdjust instruction and practices to strengthen alignment for future studentsBirth-PreK DataKindergarten Data
42 PreK-3 System Data Analysis DistrictSchoolGradeClassGroupStudentSystem LevelIndividual Level
43 Instructional Process Determine need based on dataDevelop goal(s)Determine how goal will be measured (which assessment / data collection method will be used?)Monitor and chart progressEvaluate progress acrossmultiple levels of your systemMake adjustments as needed
44 Parents Are the Best Advocates for a Cohesive Educational System They see their children as they are today……and tomorrow…Whitand tomorrow…
45 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
46 The ProcessDistrict Teams Attend 1 of 3 General Information MeetingsInterested 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
47 Developing Implementation Plans Dialogues with expertsAccess to research resourcesOpportunities to share/reflect/ plan with peersProfessionalLearningCirclesChallengeDistrictsEvidence-based practicesAlignment with 0-5Restructuring existing funding mechanismsIntensiveGuided T.A.Developing Implementation PlansIndividualized supportTargeted connection with initiative partner agencies
48 What the best and wisest parent wants for his own child, that must be what the community wants for all its children.John Dewey
49 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 FoundationWilma
50 Fresno County Birth – 3rd grade Initiative Contact:Shirley Esau –Wilma Hashimoto –Whit Hayslip –Add Kingsburg’s Logo pleaseFresno Regional Foundation