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
Early Educators Leadership Institute 2015: Part 2 of 2
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. 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. 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. 4/10/15
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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