An Innovative Public School and Universal Pre-K Partnership

AgendaHousekeepingIntroduce partners

RolesCommon needs

Overview of presentationHistoryModelCreate your own planInventory needs and resources

Partnership ModelBackground of PartnersCommon needsPooled resourcesFour Pillars of Successful Instruction

LeadershipAssessment and data useInstructional programs/strategiesAligned professional development

Implementation plan

Our StoryCOI: Partner with Dunkirk since 1995Provider of Universal Pre-K to Dunkirk since

2003Dunkirk & COI meeting in 2006

Increased focus on child outcomesAlignment with NYS StandardsGaps in existing curriculumLack of measurement tools

Early Reading First (ERF) focus

Head Start: Early Reading FirstApply Four Pillars to Early ChildhoodLeadership

Creation of teamsInstructional Programs and Strategies

Curriculum SelectionAssessments and Data Use

Select or develop measures for 8 domainsAligned Professional Development

Reading AcademySummer Institute

Measure and Track ProgressProgress monitoring database at K-5Extend design downward into PKSelect/Create measures per HS domainCreate PK student tablesCreate data entry and review screensCreate scannable formsDetermine benchmarking datesPilot system Year OneMonitor system for accuracy (QC)

•What is your vision? Where are you going?•What are the current gaps you face?•Who are your partners- current and potential?

Pillar 1: LeadershipDunkirk Model

District Leadership TeamBuildingGrade Level

COI ModelManagement TeamContent TeamTeaching Teams

Pillar 2: Instructional Programs/StrategiesDunkirk Model

Core programSupplemental programsIntensive interventions

COI ModelCore programSupplemental programDeveloping intensive intervention strategies

Pillar 3: Aligned Professional DevelopmentDunkirk Model

Principal Academy (required)Reading Academy (required)Assessments and data use (ongoing)

COI ModelReading Academy (required)Summer Institute (required)

Pillar 4: Assessments and Data UseDunkirk Model

SED Required AssessmentsStudent Data System

Data collection and entry Use of data

COI ModelRequired Head Start DomainsSelect or develop measuresStudent Data System

Data collection and entry Use of data

Head Start DomainsLanguage Development

LiteracyMathematics

ScienceCreative Arts

Social & Emotional DevelopmentApproaches to Learning

Physical Health & Development

Domain ElementsLanguage Development

Listening & UnderstandingSpeaking & Communicating

LiteracyPhonological AwarenessBook Knowledge & AppreciationPrint Awareness & ConceptsEarly WritingAlphabet Knowledge

Domain ElementsMathematics

Number & OperationsGeometry & Spatial SensePatterns & Measurement

ScienceScientific Skills & MethodsScientific Knowledge

Domain ElementsCreative Arts

MusicArtMovementDramatic Play

Approaches to LearningInitiative & CuriosityEngagement & PersistenceReasoning & Problem Solving

Domain ElementsSocial & Emotional Development

Self-ConceptSelf-ControlCooperationSocial RelationshipsKnowledge of Families & Communities

Physical Health & DevelopmentGross Motor SkillsFine Motor SkillsHealth Status & Practices

Measures: Tests and Scannable FormsPromoting Alternative Thinking Strategies

(PATHS)Harcourt Teacher ChecklistHarcourt TASKSScience, Creative Arts, Mathematics, Physical

Skills (SCAMP)Peabody Picture Vocabulary Test (PPVT)Test of Early Reading Ability (TERA-3)

Measure-Domain CrosswalkDomain Measure

Mathematics & Numeracy(12 items)

SCAMP

Science(9 items)

Creative Arts(7 items)

Physical Health & Development

(32 items)

Measure-Domain CrosswalkDomain Measure

Social & Emotional Development

(25 items)

PATHSHarcourt Teacher

Checklist

Approaches to Learning(12 items)

PATHSSCAMP

Harcourt Teacher

Checklist

Measure-Domain CrosswalkDomain Measure

Language Development(25 items plus 2 percentiles)

Harcourt Teacher Checklist

PPVTTERA

SCAMP

Literacy(100 items plus 2

percentiles)

Harcourt TASKSHarcourt Teacher

ChecklistTERA

PATHS

Training Teachers on MeasuresUse of rating scalesRating of typical behaviorHandling and marking scan formsCrosswalk to Domains and ElementsThree benchmark windowsResults in three performance levels

At Risk

Low Risk

Some Risk

Systemic Change: Program Effectiveness

Total of 222 items and 4 percentile scoresRatings cannot be summed (data scale)No established criteria for risk statusMeasurable outcomes must be redefined

Previous system framework “85% will score 3 or higher” “75% will have total rating scores of 45 or better”

Current system framework “Less than 10% at risk per domain by EOY” “At least 35% low risk per domain by EOY” “EOY proportion low risk at least twice BOY amount”

Measuring Progress Without Numbers

GREEN (Low Risk)GREEN (Low Risk)meansmeansI ‘m doing GREAT!!!I ‘m doing GREAT!!!

YELLOW (Some YELLOW (Some Risk)Risk)meansmeansI need to do better…I need to do better…RED (At Risk)RED (At Risk)meansmeansI need EXTRA help!!I need EXTRA help!!

Apply Status Criterion Rules

Good, steady progress –Starting At Risk, moving to

Low Risk by EOY

Modest progressStarting At Risk,

ending at Some Risk

Good progress but slippage by EOY–Starting at Some Risk, moving to

Low Risk, but sliding back

Tracking individual student progress across a period of time, multiple assessments

Tracking progress for students grouped by BOY risk status compared to their EOY status

Review BOYEOY Change by Subgroup

At Risk Some Risk Low Risk

At Risk at EOY 0Some Risk at EOY 4Low Risk at EOY 1

5 At Risk at BOY 8 Some Risk at BOY 5 Low Risk at BOY

At Risk at EOY 0Some Risk at EOY 1Low Risk at EOY 7

At Risk at EOY 0Some Risk at EOY 1Low Risk at EOY 4

Actual 2008 BOY2009 EOY Change

Change at EOY by BOY Risk Status

Creative Arts 2008-2009

At Risk at BOY Some Risk at BOY Low Risk at BOY

Change at EOY by BOY Risk Status

Science 2008-2009

At Risk at BOY Some Risk at BOY Low Risk at BOY

•Who are your leadership teams? •What instructional resources do you have?•Who needs to be trained and in what?•What do you need to measure?•Are measures available or must you create them?•What will you use for a data system?

Wrap-Up: Where We Are NowChallengesBenefits and SuccessesAction Steps

•Potential Barriers•Action Steps