*There will be overlap in activities and outputs across levels. P-3 Alignment Overarching Logic Model ActivitiesOutputsShort-to-Medium Term Outcomes Long-Term Outcomes Increased percentage of students meeting reading and math benchmarks by third grade as measured by state assessments Reduced achievement gap by third grade as measured by state assessments More opportunities and pathways for children to access early education, especially for those most at-risk for school failure Learning experiences build on past years and connected with those to come Reduced ECSE services needed and intensity Reduced rates of suspension and expulsion Increased percentage of children assessed as school-ready at the beginning of kindergarten as measured by OKA Increased use of available services for children birth through 3 rd grade Evidence-based programs are implemented as designed or intended Decreased absenteeism Plan for/deliver curricula and assessments Plan for/conduct assessments/ screenings Develop and implement a transition process or enhanced transition activities Identify and implement strategies for increased access to services Child Number of students that participated in enhanced transitions activities Number of students receiving EI/ECSE services Number of children receiving ECE Number of referrals to available services and early education opportunities Number of activities done to increase access to services and early education opportunities Ongoing collaboration among families & education programs to support children’s learning from early childhood through elementary school Parent engagement is recognized as a core instructional strategy Increased parent involvement in the classroom and at the school Create a Calendar of Events/Activities Establish a Resource Center Hold Community Events Hold Parenting Classes and Programs Distribute Informational Media Provide parent-school communication opportunities Promote early kindergarten registration Conduct home visits prior to Kindergarten Family Number and type of events or programs for families Number of parents attending events or programs Number of educational materials and resources created to share with families Number and type of family outreach materials distributed Number and type of opportunities for parents to provide input or feedback to school Higher percentage of families registering children early for kindergarten Improved parental knowledge of early literacy, numeracy, and learning Increased availability of family services Increased parent participation in school activities Parents feel welcome at school High quality instruction leading to children’s success Instruction and content is systematically linked Results for children seen as a responsibility shared across early learning programs, grades K- 3, families, and communities Educators report increased knowledge and skills Integrated professional development for ECE and PreK thru 3 rd grade Evidence that teachers use learned skills Improved quality of teacher-child interactions Participate in QRIS Engage in Professional Development Engage in Training Develop cross-sector networking and professional development opportunities Outreach to other professionals Educator Number of Prenatal-3 educators and service providers trained and involved in professional development Number and type of shared PreK-3 learning opportunities for educators and service providers Development of data sharing agreements and plans Completion of, and regular updates to, community needs assessments and mapping of services Collaborative leadership team and governance structure established Number of curricula and strategies identified for ECE-K-3 alignment Number and types of professional development opportunities for administrators and leadership Implementation of transition enhancements Use of OKA data, 3 rd grade benchmarks, and other available data Mechanisms and structures in place for sustained planning and collaboration between ECE and elementary schools Replication of models in other communities Data systems developed for continuous improvement Shared resources Results for children seen as a responsibility shared across early learning programs, grades K-3, families, and communities Utilization of common student assessment measures base on state- initiatives (e.g., EL Hubs) Alignment of standards between ECE and elementary education Use of varied funding streams to further P-3 goals Common goals, common curriculum and shared language Increased cross-sector collaboration Establish a Data Sharing System Conduct a Community Needs Assessment Map Services supporting child success Connect organizations and create cross-sector relationships Establish a Leadership Team Engage in Administrative Professional Development Establish a Professional Learning Community Develop and implement student transition enhancements Identify evidence-based curricula Systems CSW AE C&P LE TE FE IT DDI C&P

*There will be overlap in activities and outputs across levels. Mechanisms and structures in place for sustained planning and collaboration between ECE and elementary schools Replication of models in other communities Data systems developed for continuous improvement Shared resources Results for children seen as a responsibility shared across early learning programs, grades K-3, families, and communities Utilization of common student assessment measures base on state- initiatives (e.g., EL Hubs) Alignment of standards between ECE and elementary education Use of varied funding streams to further P-3 goals Common goals, common curriculum and shared language Increased cross-sector collaboration Systems Activities Outputs Long-Term Outcomes Short-to-Medium Term Outcomes Site-Specific Outputs Year 1 Hired Coordinator/Specialist Year 2 Development of data sharing agreements and plans Number of evidence-based assessments or developmental screenings identified Common Outputs Year 1 Completion of community needs and resource assessments and mapping of services Collaborative leadership team and governance structure established Number and types of organizations involved and their roles Number and type of activities aimed at team building Use of OKA data, 3 rd grade benchmarks, and other available data for strategic planning Year 2 Regular updates to community needs and resource assessments and mapping of services Implementation of Kindergarten transition enhancements Implementation of transition enhancements for grades 1-3 Number of evidence-based curricula identified Number, attendance, and type of meetings aimed at cross-sector learning Number and types of professional development opportunities for administrators and leadership Number of strategies identified for ECE-K-3 alignment Systems-Level Logic Model Conduct Strategic Planning Establish a Leadership Team Conduct a Community Needs Assessment Map Services supporting child success in Kindergarten thru 3 rd grade Connect organizations and create cross- sector relationships Establish a Leadership Team Engage in Administrative Professional Development Establish a Professional Learning Community Establish a Data Sharing System Hire a Coordinator/Specialist Develop and implement a Kindergarten transition process or enhanced transition activities Develop and implement a process for grades 1-3 transition or enhanced transition activities Identify evidence-based curricula based on CNA CSW AE DDI C&P

*There will be overlap in activities and outputs across levels. High quality instruction leading to children’s success Instruction and content is systematically linked Results for children seen as a responsibility shared across early learning programs, grades K-3, families, and communities Educators report increased knowledge and skills Integrated professional development for ECE and PreK thru 3 rd grade Evidence that teachers use skills learned from professional development in the classroom Improved quality of teacher-child interactions Participate in QRIS Engage in Training and/or Professional Development for 0- PreK Engage in Training and/or Professional Development for K-3 Develop cross-sector networking and professional development opportunities Outreach to prenatal-PreK and K-3 rd grade professionals about professional development activities Educator Common Outputs Year 1 Number of Prenatal-3 educators and service providers trained and/or involved in professional development Number and type of shared PreK-3 learning opportunities for educators and service providers Year 2 Number of educators involved in PreK-3 professional development Activities OutputsShort-to-Medium Term OutcomesLong-Term Outcomes Site-Specific Outputs Year 2 Number of educators involved in relationship- based professional development (e.g., coaching, mentoring) Number of educators involved in professional development focused on teacher-child interactions Educator-Level Logic Model LE TE

*There will be overlap in activities and outputs across levels. Ongoing collaboration among families & education programs to support children’s learning from early childhood through elementary school Parent engagement recognized as a core instructional strategy Increased parent involvement in the classroom and at the school Create a Calendar of Events/Activities Establish a Resource Center Hold Community Events Hold Parenting Classes and Programs Distribute Informational Media Provide parent-school communication opportunities Promote early kindergarten registration Family Common Outputs Year 1 Number of educational materials and resources created to share with families (presentations, pamphlets, etc.) Number of school-based family events Number and type of family outreach activities and materials (e.g., flyers) distributed Number of parents attending events or programs Number and type of opportunities for parents to provide input or feedback to school (e.g., parent survey) Year 2 Number and type of programs for families to support children’s learning, literacy, numeracy, or school success Number of parents attending events or programs Higher percentage of families registering children early for kindergarten Improved parental knowledge of early literacy, numeracy, and learning Increased availability of family services Increased parent participation in school activities Parents feel welcome at school Site-Specific Outputs Year 2 Number of parents involved in PreK-3 leadership and their roles Number of outreach activities to DLL families Number of activities that promote early kindergarten registration ActivitiesOutputs Short-to-Medium Term Outcomes Long-Term Outcomes Family-Level Logic Model FE

*There will be overlap in activities and outputs across levels. Increased percentage of students meeting reading and math benchmarks by third grade as measured by state assessments Reduced achievement gap by third grade as measured by state assessments More opportunities and pathways for children to access early education, especially for those most at-risk for school failure Learning experiences build on past years and connected with those to come Reduced ECSE services needed and intensity Reduced rates of suspension and expulsion Increased percentage of children assessed as school-ready at the beginning of kindergarten as measured by OKA Increased use of available services for children birth through 3 rd grade Evidence-based programs are implemented as designed or intended Decreased absenteeism Plan for/deliver in evidence-based curricula Plan for/conduct assessments Plan for/conduct screenings Develop and implement a Kindergarten transition process or enhanced transition activities Develop and implement a process for grades 1-3 transition or enhanced transition activities Conduct home visits prior to Kindergarten Identify and implement strategies for increased access to needed services and early education for children birth thru age 8 Child ActivitiesOutputs Short-to-Medium Term Outcomes Long-Term Outcomes Common Outputs Year 2 Number of students that participated in evidence-based curricula/activities Number of Kindergartners that participated in enhanced transition activities Number of children receiving ECE Number of children receiving EI/ECSE services Number of referrals to available services and early education opportunities Number of activities done to increase access to services and early education opportunities Site-Specific Outputs Year 2 Number of children developmentally screened Number of children that received home visits prior to Kindergarten Number of students that participated in enhanced transition activities between grades 1- 3 Child-Level Logic Model IT DDI C&P

Abbreviations: CSW = Cross-Sector Work AE = Administrative Effectiveness TE = Teacher Effectiveness IT = Instructional Tools LE = Learning Environment DDI = Data-Driven Improvement FE = Family Engagement C&P = Continuity and Pathways From Kauerz and Coffman (2013) Framework