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PreK-3 EARLYSCHOOLSUCCESS

Promoting Early School Success for All

Marin Community Foundation PreK-3 Early School Success Initiative

Roles, Responsibilities and Instructional Practices

Content Appendix

Grant Summary p. 1 MCF PreK-3 Grant Conditions p. 36

Questions/Answers p. 4 PreK-3 Resources p. 38

Site Facilitator Roles/Responsibilities p. 6 PreK-3 Strategies That Work p. 40

Reporting Forms p. 8 MCF Logic Model (on web)

Roles and Responsibilities p. 10 Child Snapshot Information (on web)

Family Engagement Board Policy p. 15 Framework for Planning, Implementing, Evaluating PreK-3 Approaches-Dr. Kristie Kauerz (on web) Learning Walks p. 19

Instructional Rounds p. 21

Social Emotional Strategies p. 26

Equity Learning Walks p. 32

August 2017‐18 Dr. Jan La Torre‐Derby, Grant Coordinator

Marin County Office of Education

SMCSD NUSD SUSD SRCS

PreK-3 EARLYSCHOOLSUCCESSPromoting Early School Success for All

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Grant Summary In 2010, the Marin Community Foundation launched Closing the Achievement Gap Strategic Initiative, Early School Success. It was initially a five-year investment to close the achievement gap between high performing students and low performing students, who are primarily in poverty, students of color, and English Learners in Marin County. One of the three initiatives is Strategy 1: Early School Success Pre K-3. MCF extended the Early School Success grant in 2015-16 to a six-year grant with two additional years through 2017-18. The Marin Community Foundation requested that the Marin County Office of Education coordinate the countywide effort involving four districts and ten schools; Sausalito Marin City, Shoreline Unified, Novato Unified, and San Rafael City Schools. The goal of the P3 Initiative is not only to address the achievement/opportunity gap, but also to ensure a successful pathway to college and other post-secondary opportunities. Key elements of the P3 Initiative include: shared vision, climate/cultural proficiency, high quality teaching and learning, instructional alignment, family engagement, and extended learning opportunities. Marin County Office of Education designs and implements professional develop and supports alignment and common practice within the P3 grant elements. Practices include promoting full day kindergarten, family centers, and strategies to achieve systems change and sustainability. Collaboration through program evaluation and monitoring occurs in partnership with Learning for Action (Data Matters Framework). The P3 Initiative focus for Year 6-8 is FirstSchool Model implementation using data to inform instructional practices through a Culture of Caring, Culture of Competence, and Culture of Excellence. Third grade predictors of success remain the main emphasis as listed below:

1) Oral Language Development 2) Vocabulary Development 3) Operations and Algebra 4) Collaboration 5) Scaffolding Instruction 6) Metacognition (evidenced based learning). 7) Small Group Instruction

Research demonstrates that if these instructional strategies are well established, students will succeed and be on the path to educational success. Areas of Focus for Year 1- 2010-11

Family Engagement-Karen Mapp a. Strategies to promote family engagement-Beyond the Bake Sale

Areas of Focus for Year 2- 2011-12

English Language Arts-Dr. Laurie Olsen-Strategies for English Learners SEAL Project/Sobrato Project Redwood City-Dual Immersion and English Language

Development best practice Cultural Proficiency-Dr. Randall Lindsey provided professional development in the

“inside out model”.


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Areas of focus for Year 3 - 2012 – 13 Mathematics – Concept Development- Ms. Eileen Smith and Ms. Danelle French PreK-3 Alignment -Dr. Kristie Kauerz and Mrs. Linda Sullivan-Dudzic Sustainability through Professional Development (e.g. Cultural Proficiency)-Dr. Randall

Lindsey Data Review to Analyze Progress Toward Intended Goals-Ongoing work with sit Learning Walks/Instructional Rounds

Areas of focus for Year 4 - 2013-14

Sustainability-Linda Sullivan Dudzic-Bremerton Trainer of Trainers-Alignment-Kelli Leavell and Donna Gearns-Bremerton Cultural Proficiency-Dr. Randy Lindsey Principal Institute-Linda Sullivan Dudzic, John Welsh-Bremerton Fall Institute-Social Emotional Development/Generational Poverty-Dr. Tara Brown Learning Walk Model/Instructional Rounds-Site Specific-Bremerton Team Social Emotional Development-Dr. Tara Brown

Areas of focus for Year 5 – 2014-15

1. K-5 Developing Mathematical Practices Through Problem Solving-Eileen Smith, Danelle French.

2. K-5 Social Emotional Development Aligned with the Teaching Pyramid Model-Dr. Bassi 3. PreK-K Alignment-Site Specific Training-Linda Sullivan, Donna Gearns, Kelli Leavell 4. PreK-3 English Language Arts and Assessment Alignment-Kelli Leavell 5. PreK-3 Trainer of Trainers Year 2 Assessment Loop 6. Hosted Site Visits and Cross District Learning Walks

Areas of focus for Year 6-2015-16 (Going Deeper to Align PreK-3 Practice)

7. Cross District Learning Walks to Novato Unified, Venetia Valley, Tomales 8. PreK-3 Using Data to Inform Instruction and Data Plan Development-Kelli Leavell 9. Implement First School Summer Institute Year 1 of three-year series-PreK-3 FirstSchool-Drs.

Ritchie & Oertwig, Holland-Culture of Caring, Culture of Competence, and Culture of Excellence, Nancy Dome Cultural Proficiency and Equity Learning Walks

10. Initiate EduSnap Data Collection aligned with PreK-3 FirstSchool Model Areas of focus for Year 7-2016-17 (Going Deeper to Align PreK-3 Practice)

Cross District Learning Walks to Shoreline Unified and San Rafael City Schools PreK-3 Using Data to Inform Instruction and Data Plan Development-Kelli Leavell Cultural Proficiency-Critical Race Theory and Equity Learning Walks-Nancy Dome EduSnap Data Collection, Classroom Observations, Feedback, Coaching-Drs. Ritchie,

Oertwig First School Summer Institute Year 2


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Areas of focus for Year 8- 2017-18 (Data Analysis and Use, Systems Change and Sustainability)

Data Framework-Learning For Action- Dashboard Development-LFA and Kelli Leavell Cross District Learning Walks focused on First School Strategies, Equity Walks, Systems

Change and Sustainability-Novato Unified EduSnap Data Collection, Data Analysis, First School Coaching PK-5- Drs. Ritchie and

Oertwig First School Summer Institute Year 3-SRCS and New NUSD Schools, New Participants First School Strategies to Align PK, TK, K-Drs. Ritchie and Oertwig


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Questions and Answers

1. What is the focus of the PreK – 3 Initiative?

To improve the academic performance and decrease the achievement and opportunity gap for socio- economically disadvantaged students, English Language Learners, and students of color. To focus on third grade predictors: small group instruction, collaboration, oral language development, vocabulary development, scaffolding instruction, and metacognition (evidence based learning)

2. What are the components of the grant?

1. Shared Vision and Partnerships 2. Positive school climate and cultural proficiency 3. High quality teaching and learning 4. Family Engagement 5. Alignment of PreK–3 English Language Arts/Math standards, assessment, curriculum 6. Extended Learning and full day kindergarten In 2015-16, site leadership and using data to inform instruction were added to align with Dr. Kauerz PreK-3 Framework provided in the appendix of this document.

3. What are the student benefits?

1. Accessing academic support services 2. Homework help 3. Tutoring 4. Summer programs 5. Tailored academic support 6. Counseling/social emotional support 7. Culturally responsive learning environments

4. What are the services for parents?

Family Centers provide a variety of services, health, training, social, and nutritional supports. Parent workshops and parent leadership are two critical components and supported Parent Services Project (PSP)

5. What are the expected student outcomes?

1. Parent Participation – 90% participation in school activities 2. PreK child care – 90% PreK in quality childcare 3. Kindergarten Observation Form - 80% kindergarten ready 4. Academics –SBAC Third Grade 60 – 75% meeting or exceeding standards

6. What are the demographics of participating districts?

District Enrollment Latino EL FRL NUSD 7968 2425/30% 1188/15% 2180/27% SRCS 6093 3400/55% 2058/33% 2719/44% Sausalito 384 115/29% 75/19% 258/67% Shoreline 555 279/50% 217/39% 315/56%


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7. Who can parents contact if they want to get involved?

Bayside TBA Principal

Tomales Amanda Massey, Principal [email protected]

West Marin Matt Nagle, Principal [email protected]

Bahia Vista Cecilia Perez, Principal [email protected]

San Pedro Mimi Melodia, Principal [email protected]

Venetia Valley Juan Rodriguez, Principal [email protected]

Hamilton Steve Hospodar, Principal [email protected]

Loma Verde Tehniat Cheema, Principal (Interim Aug-Dec Neu/Koenig) [email protected]

Lu Sutton Bonnie Barron, Principal Jen Dudley, Principal

[email protected] [email protected]

Lynwood Andy Cline, Principal [email protected]

8. How do parents access educational services for their children?

Contact your child’s teacher, Family Engagement Coordinator, or school principal. 9. How long will the grant last?

Each school is in Year 8 of an 8-year grant (2010 – 2018). 10.What professional development is provided?

In Year 8, 2017-18, the areas of focus include: Data Framework, Analysis, and Use, Cross District Learning Walks for Systems Change and Equity, First School Summer Institute Professional Development, PK-TK-K Alignment, Facilitator training as Data Coches, and EduSnap Feedback and Coaching, Equity and Critical Race Theory, and PK, TK, K Alignment with First School. In 2016-17, professional development included a focus on a 5 year partnership with First School. Dr. Sharon Ritchie and Dr. Sam Oertwig, are providing training in data driven decision making through a Culture of Caring, Culture of Competence, and a Culture of Excellence. EduSnap data will be collected 1x a year in Tier 2 schools (Bahia Vista, San Pedro, Venetia Valley, and Hamilton), and 2x per year in Tier 1 schools (Loma Verde, Lu Sutton, Bayside, Lynwood, West Marin, and Tomales). EduSnap data includes classroom environment, curriculum and instructional strategies to maximize student engagement. Additionally, Kelli Leavell continues with P3 Data Analysis, Balanced Literacy, use of data to inform instruction, and the development of an Equity-Data Action Plan. Dr. Nancy Dome continues work on Cultural Proficiency with emphasis on Critical Race Theory, Equity Learning Walks and support with the Equity-Data Action Plan.


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Roles and Responsibilities

Facilitator Roles and Responsibilities (Communication, meetings and events, Professional Development, Interaction with Principal, Interaction with Design Team, MCF Proposal and Reports, Data Coaching) The PreK – 3 Initiative design created a facilitator position to assist with grant implementation. Each facilitator provides services tailored to the needs of the school site. The facilitator acts as a liaison among and between groups and provides direct services. Facilitators work collaboratively with site principals to implement the action plan and to meet the grant requirements. Facilitator roles include:

1. Communication and Collaboration 2. Interaction with the Design Team and Principal 3. Preparing for Meetings, Presentations and Reporting 4. Professional Development Implementation/Data Coaching

1. Communication and Collaboration

a) Provide announcements and reminders of meetings b) Develop regular communication with the Design Team and Principal c) Outreach to partner agencies and align focused intervention for students and parent

engagement d) Coordinate PreK – K transition meetings to review student achievement from PreK – K (4x yr) e) Promote alignment of curriculum, instruction, and assessment (e.g. EduSnap, SBAC, CLASS) f) Utilize a template to record the subcommittee work for reporting purposes. (see attached)

2. Interaction with Design Team and Principal

a) Meet monthly with principal to plan for meetings, proposal development, reports, meeting minutes review

b) Build trust between and among groups through regular two-way communication (e.g. Principal, Design Team).

c) Co-facilitate Design Team meetings with the principal d) Provide follow-up to support Design Team e) Assist with the development of the subcommittee work and implementation

3. Meetings, Presentations, Reporting

a) Assist with the development of Board of Trustees presentations b) Assist with development of an annual community presentation and present PreK–3 progress to

the community c) Develop Design team and subcommittee meeting schedule and agenda for the year d) Distribute Design Team meeting notes e) Develop Design Team meeting agendas based on input from the Design Team f) Assist with preparation of all MCF required reports for online reporting g) Ensure all stakeholders have access and input to the proposal, budget development, and

reporting h) Meet monthly with Principal, PK Site Supervisor, and MCOE Coordinator to review P3 Project

Requirements i) Provide site information to MCOE and MCF in the format and template received; e.g. data for

required MCF reports-convert to Word PDF for submission


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4. Professional Development a) Recruit Design Team members to attend professional development b) Remind staff to report out to the Design Team following professional development

FirstSchool, Cultural Proficiency Plan Development, Data Collection and Plan Development c) Communicate Design Team requests for professional development for MCOE coordinator d) Attend all Professional Development-Summer Institute and TOT for Data and Equity and Monthly

Facilitator Meetings

5.Design Team Support The Facilitator provides direct support to the Design Team through the development of the MCF Action Plan/Equity-Data Plan proposals and reports regarding progress to date. All subcommittees provide reports to the Facilitator on goals achieved and areas for ongoing activities and alignment of budget allocations.


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Design Team Subcommittee Reporting Form Name of Subcommittee _______________________________________________ Meeting Date _______________________________________________ Areas of Focus _______________________________________________ Topics Accomplishments to Date

1. 2.

3. Next Steps

1. 2. 3.

Next Subcommittee Meeting Date ______________________________ Provide a copy to the Principal and Facilitator


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Agency/Partner Reporting Form 1. Agency Name ______________________________________________

2. Service Provided ______________________________________________

3. Describe services provided:

4. Document student achievement/progress for targeted students and assessment utilized to determine progress and achievement:

5. Describe your plan for future student intervention/support.

Submit your plan to the PreK Director and/or Principal


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Roles and Responsibilities Design Team Roles and Responsibilities (Meetings, subcommittees, proposal development, budget development, presentations, curriculum work, social emotional development, professional development) Design Team membership is designed for inclusive decision making. Members include: Principal, PreK Director/Supervisor, Facilitator, teachers, Parents, Community, Coaches, and Agency Partners. Design Team members participate in subcommittee work to implement the grant proposal. There is equity among the voices providing input to the Design Team. Design Team members attend Design Team meetings and subcommittee meetings as scheduled to ensure implementation of the action plan. Decision making is by consensus unless voting is needed to resolve a decision and move it on. Design Team members attend professional development through First School-Summer Institute and attendance at follow up, Data Equity Trainer of Trainers. TOT representatives from each school lead the development of the Equity-Data Plan and attend trainings, lead the development of plan, ensure full staff input, and present the Equity-Data Plan to the TOTs from all participating districts prior to submission. Alignment with the Single Plan for Student Achievement (SPSA) is the desired outcome so the two Plans are one in the same. Design Team roles include:

1. Professional development Participation 2. Meeting attendance and proposal and budget development 3. Subcommittee work and presentations

1. Professional Development Participation a) Participate in annual PreK – 3 Fall/Summer Institute b) Participate in follow-up trainings-Equity, Data, and follow up Coaching c) Share learning at Design Team and/or subcommittee meetings d) Attend Cross District Learning Walks

2. Meeting Attendance and Proposal/Budget Development

a) Assist with proposal development b) Serve on a subcommittee to implement action plan c) Align budget requests with subcommittee action plans d) Ensure budget allocations account for professional development and follow-up presentations

(e.g. teacher substitutes/stipends) e) Ensure the proposal action plan addresses alignment of curriculum, instruction, and assessment

aligned with data analysis and outcomes f) Ensure agency services are aligned with proposal action plan

3. Subcommittee Work and Presentations a) Determine subcommittee responsibility based on the six elements (Data, Equity, Social

Emotional, Family Engagement) b) Take action on subcommittee work and report out as scheduled at Design Team meetings c) Develop a plan for Systems Change and Sustainability through professional development and

combining resources d) Document subcommittee work on the template provided. (see attached) e) Assist with development of content for presentations f) Ensure all stakeholders have input to the proposal and budget development and reporting


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Proposal Development and MCF Report Writing/Proposal Budget Development (Meetings, proposal development, budget development, equity of voices, MCF Reporting, subcommittee coordination, partner collaboration, communication with superintendent, principal, teachers, and partners) Responsibilities include:

1. Develop action and accountability plans based on subcommittee achievements and ongoing work based on the PreK-3 Initiative model and align expenditures with the six elements. 2. Principal distributes provides support to the Facilitator in the following areas: a. MCF Submissions-Proposals, Equity-Data Plan, School Reports b. Budget Development, regular review with the Design Team, and Monitoring c. Ensure equitable funding distribution to meet student needs d. Submission of a formal proposal to MCF if carryover funds exceed 10% of the school allocation e. Share district designed protocol for reimbursement of funds to allocated from P3 Funds

Proposal Development with Design Team 1. Begin proposal development no later than December (e.g. monthly site visits with MCOE

will focus on documenting progress on goals to date 2. Review accomplishments to date and determine which new and continuing activities are

needed for the next year 3. Ensure partner reports are completed quarterly at the Design Team meetings and information is

included in the final Evaluation due the last day of September each year. 4. Assign budget allocations to meet student needs that are equitable based on services provided 5. Review action plan proposal by element and prioritize budget allocations within the current year

budget allocation 6. Focus funds on planning for long term sustainability of the six elements of the grant initiative 7. Provide copies to all Design Team members of approved actions plans and aligned budgets

before providing to the writing team to complete the online MCF requirement Budget Development with Design Team

1. Begin budget development no later than January (Review progress through site meetings with MCOE)

2. Assume current level funding for the following year; unless MCF advises otherwise 3. Review current expenditures and determine priorities for current and new action plans. Should

MCF funding be reduced, priorities can be consulted 4. Service providers submit a formal, written request for funds to provide student/parent services

(See attached template) 5. Stay within current budget allocation 6. Focus on sustainability actions to ensure ongoing services 7. Agree by consensus or vote if you must 8. Ensure other school and community funds are leveraged, maximized and aligned to achieve

student goals 9. Ensure Design Team has approved the action plan and budget allocations and equitable

distribution is achieved based on services provided 10. Ensure student outcomes are achieved by supporting agencies in terms of student achievement

enhancement based on identified MCF benchmarks. 11. Implement budget transfers based on Design Team consensus/vote on prioritized services (See

template


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Family Engagement Liaison/Coordinator The PreK-3 Initiative focuses on six elements to promote early school success. One critical component is “family engagement.” The Year 1 Fall Institute focused on family engagement through an excellent presentation by Karen Mapp, author of Beyond the Bake Sale. She shared the importance of family engagement, strategies that work, and the critical aspect of parent tiered leadership. Some significant research and strategies include the following components.

1. Research shows that engaged families results in higher student achievement, positive attitudes and increased graduation rates.

2. Involved parents are the best “marketers” of your school. 3. Partnership with parents promotes leadership and support. 4. Parents are the first teachers and can support learning at home. 5. Home visits create relationships and respectful interaction with parents as partners. 6. Family Centers play a critical role in building parent leadership, promoting parent

education, and supporting family involvement. 7. It is important to build “family friendly schools”. 8. Link parent involvement to learning. 9. Include parents as advocates. 10. Shared leadership builds great parent bonds. 11. Provide formal training for tiered parent leadership. 12. Create Parent Family Engagement policies to guide involvement. 13. Administer parent surveys to learn from the parents their dreams, needs and desires for

learning. 14. Implement a “welcome questionnaire” to become familiar with new parents and

outreach to them. 15. Establish formal parent volunteer opportunities. 16. Establish a formal family liaison or coordinator to ensure parent services and supports

systems are in place.


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Family Liaison/Coordinator Roles and Responsibilities Family Centers provide opportunities for parent education, support services, leadership, and building relationships in the school community. Family Liaisons play a critically important role in promoting parent involvement. Areas of focus include:

1. Building Relationships 2. Linking parents to learning 3. Affirming inclusive, diverse families 4. Building reciprocity/Two Way Communication 5. Sharing decision making 6. Providing Family Support

Building Relationships 1. Ensure a welcoming school environment 2. Offer school tours by bilingual speakers 3. Provide home visits 4. Develop personal connections between teachers and parents 5. Provide a designated space on campus for families to gather 6. Demonstrate appreciation for all levels of family involvement 7. Create inclusive and interactive school meetings

Linking Parents to Learning 1. Provide families with weekly student work to review. 2. Ensure a school contact system between school and home and home and school. 3. Involve parents in homework support to support literacy and learning. 4. Encourage parents to continue development of their own language. 5. Connect parent activities to learning. 6. Provide parent education opportunities to support learning.

Affirming Inclusive Diverse Families 1. Learn and promote family customs, culture, and language 2. Utilize classroom resources that represent families 3. Provide translations at meetings and events 4. Ensure site volunteers represent the diversity of the school community 5. Provide translation for written communication 6. Provide information to families for ESL classes 7. Promote involvement by fathers.

Building Reciprocity/Two Way Communication 1. Parents and teachers work on joint goals for learning. 2. Families visit school to learn about learning during class time. 3. Student/teacher/parent conferences are held to exchange information 4. Ensure transition meetings are held between PreK and K. 5. Provide parent workshops based on input from a needs assessment 6. Create opportunities for joint family/teacher problem solving


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Share Decision Making 1. Provide tiered leadership training 2. Involve families in leadership roles for Site Council, ELAC, PTA 3. Schedule meetings when parents are able to attend. 4. Ensure a family engagement policy is in place. 5. Share curriculum development and textbook adoption with families 6. Implement an annual parent survey 7. Create family to family mentoring

Providing Family Support 1. Provide clear process for accessing community services 2. Provide current information about community resources 3. Provide support in the event of a family crisis 4. Connect families with shared interests such as ESL, finances, health services 5. Encourage shared family resources such as carpooling and on-site child care 6. Support job training and tutoring opportunities for families through community resources and

local business 7. Create a school services schedule to access on-site social services.

Family Liaisons/Coordinators ensure the Family Center includes: 1. Family leadership opportunities 2. Family social services access 3. Family education opportunities 4. Family communication in English and Spanish (school to home) 5. Family use of technology support 6. Family wellness support 7. Orientation for new families 8. Volunteer opportunities 9. Family literacy workshops 10. School Readiness Information 11. School events calendar and inclusion 12. Family homework support 13. Family field trip opportunity 14. Family welcoming climate 15. After school offerings


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Sample Board Policy on Family Engagement by Parent Services Project BP 6020.1 (a) Introduction FAMILY ENGAGEMENT Vision/Purpose The ___________Board of Education believes that parents are the first and the most important teachers in the lives of children and that all parents have hopes and goals for their children. The Board defines the term “parent” as any caregiver or guarding who is primarily responsible for the care of a child. Research and experience tells us that when parents are actively engaged, children, families, and schools all benefit. The Board believes that all parents have resources, experiences and skills to contribute to members of the school community including teachers, students and other parents. The board believes “engagement” is evolving and unique to each family. Family engagement is a responsibility of this entire community and all families, parents, teachers, and administrators are capable of leading, taking action and promoting student success. Successful family engagement is meaningful, relevant, and worthwhile to all families and is an intentional part of the school district system. Policy/Expectations 1. Student Success

a. Schools and the district shall provide opportunities for parents to engage in effective, supportive ways in the educational needs of their children, including, but not limited to, receiving information on the importance of attendance, workshops on supporting academic success, participating in school events, and collaborating with other parents, school staff, and teachers.

b. Schools and families shall be supported to create agreements between the student, parent, and teacher that outline roles and responsibilities for student success. Parents shall be supported and encouraged to help their children at home and to get involved at school.

c. Schools shall have a clear process for involving families when behavioral issues cause disruption in the classroom, to assure a positive learning environment for all students. (cf. Board Policy 5131.2 Bullying)

2. Welcoming Environment

a. Schools will be welcoming, supportive and encouraging of family involvement and take into consideration varying opportunities for engagement based on student and grade level.

b. Schools will be accessible to the languages and abilities of all families as required by law. (cf. Language Access Policy)

c. Families will be encouraged to create a welcoming environment in their homes and communities where students have opportunities to learn.

d. Families experience in the district will be encouraged to connect with and support new families. Schools will provide opportunities to build family-to-family connections.


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3. Shared Responsibility

a. Parents, teachers and staff have the capacity to lead, mentor, and support each other and their communities.

b. Parents may take a role in educating, mentoring, and encouraging fellow parents in leadership and advocacy roles.

c. Parents will have opportunities to take leadership as decision-makers at school and district levels and be trained and supported in those leadership roles.

4. Communication

a. Communication shall be clear, direct, frank, and considerate. Clear systems of communication shall be established between home and school.

b. Schools shall demonstrate cultural competency in their communication with families, meeting the diverse needs, styles and interests of the students and families in the district.

c. The languages, education and experience of all families shall be considered when asking for academic support at home. The needs and capacities of English Language Learners shall be considered and taken into account by the district and schools.

d. Communication shall be clear and consistent from grade to grade and school to school so families may continue to be engaged as their children advance grade levels.

(Policy conceived and developed by Family Engagement Task Force Members through Parent Services Project Adopted is SRCS in 2012-13)


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Superintendent/Principal Role and Responsibilities The Superintendent/Designee in each district has overall responsibility for PreK – 3 implementation and sustainability. The Superintendent works directly with Assistant Superintendents, Directors, Coordinators, and Principals to implement the grant. Additionally, the Superintendent meets bimonthly with MCF Program Mangers and quarterly with Superintendents, MCF, and MCOE representatives in the four participating districts. Principals are responsible for site implementation. Principals meet monthly with facilitators and MCOE Coordinator. Progress, reporting, agenda planning, proposal, and budget development, and PreK – 3 requirements are discussed. Areas of focus:

Superintendent/Designee Principal/Facilitator Partnership 1. Provide direction to District Designee/site

principals regarding PreK – 3 grant implementations

2. Maintain open communication with MCF program manager

3. Ensure PreK–3 grant requirements are adhered to

4. Approve PreK–3 proposals and budget allocations

5. Arrange for Board Presentations 6. Support access to budget reports 7. Assist with online MCF reporting district

process for principal and District Director 8. Ensure sustainability of PreK-3 elements to

support student learning 9. Agree to implement Grant Conditions

1. Meet monthly with facilitator and MCOE representative

2. Ensure proposal development and budget development process are adhered to

3. Present budget to Design Team (3x year) 4. Maximize grant and categorical funding

to provide services 5. Provide achievement data to Design

Team (e.g. CLASS, DRDP, GOLD, EduSnap, Common Assessments, SBAC, CELDT)

6. Update full staff on PreK – 3 Initiative 7. Oversee grant implementation,

accountability, and sustainability 8. Provide progress reports to

Superintendent 9. Develop and present updates to the

Design Team and Board of Trustees 10. Complete MCF reporting online with input

from Design Team and subcommittees 11. Drive sustainability planning with Design

Team and staff 12. Ensure participation in professional

development 13. Attend Design Team meetings 14. Collaborate with the district’s Chief

Financial Officer regarding budget allocations and reimbursement process for PreK-3 professional development

15. Agree to implement Grant Conditions


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MCOE Coordination MCF assigned MCOE to coordinate the four-district collaborative PreK-3 Initiative. Participating districts include Novato Unified, San Rafael City Schools, Sausalito Marin City, and Shoreline Unified. Professional Development for PreK – 3 includes a Summer Institute, Leadership follow-up sessions and content teacher training to ensure alignment and common strategies based on the Pre K-3 research based models and practices. The responsibility includes the following:

1. Weekly communication/monthly site visits 2. Support for proposal/budget development/support for all MCF reporting 3. Provide data review of required assessments (e.g. SBAC, EduSnap, CLASS, DRDP, GOLD,

Common Assessment TK-2) 4. Coordinate professional development

1. Weekly/Monthly Communication/Site Visits

a) Provide a weekly memo regarding pertinent events, dates, professional development, best practice, program requirements

b) Meet with principal, facilitator, PreK Director monthly to support site Pre K – 3 implementation c) Review progress toward intended goals d) Clarify MCF reporting and respond to questions e) Support development of Design team agenda f) Ensure site visits include PreK Director, Principal, Facilitator/Coach g) Develop a glossary of terms h) Provide updates on due dates i) Provide strategies to problem solve barriers and challenges j) Coordinate monthly facilitator meetings, principal meetings, District Leadership, and P3 Advisory k) Attend MCF Leadership meetings and act as liaison with MCF

2. Support Proposal and Budget Development/MCF Regulations

a) Work jointly on proposal development and reporting requirements b) Provide feedback regarding MCF requirements and element content c) Document achievement toward intended goals d) Provide the framework for MCF grant implementation and MCF reporting

3. Provide Data Review of CLASS, DRDP, KOF, EduSnap, and SBAC

a) Provide longitudinal data regarding progress toward intended goals b) Provide data on CELDT groupings to ensure ELD services are provided by grouping based on

need 4. Coordinate Professional Development

a) Ensure professional development is aligned with MCF Initiative goals b) Provide timely information regarding professional development


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Learning Walks

Learning Walks/Peer Observation Model Bremerton Model-Linda Sullivan Dudzic Classroom observation both horizontally and vertically enhances learning and collaboration. The Bremerton School District model, in Bremerton, Washington, which was the design used for the Pre K – 3 Initiative model, implements a “one up one down” model of classroom observation to ensure the grade below and grade above are incorporated into the learning model through classroom observations. Bremerton School District has also adopted “Learning Walks” for the P3 program as a professional development opportunity. The Learning Walks provide an opportunity for teachers and administrators to set their own learning goals, and observe and exchange information that directly benefits students. The components include: teachers set goal, focus on students, no writing in the classroom by observers, no teacher quality comments in write ups, teachers gather information and visual images to describe what quality looks like; research is also shared in the observation conversations. Instructional Rounds-Dr. Richard Elmore Instructional Rounds is a more formalized model and guidelines are attached for your review. This theory of actions involves: Visit, Observe, Discuss, Analyze, and discussion of possible strategies. Both classroom/peer observation models described above recommend collaboration from one another and classroom visitations to maximize learning. Both models include focused classroom visitations with opportunities for teachers to meet and discuss evidence of learning and next steps to enhance student learning. Regardless of the observation model a school determines best fits their school culture, research supports an observation model to enhance student learning and promote professional development and collaboration among teachers. Observation Template/Sample An observation template is included to document evidence of established goals and agreements. Documentation should be done at the end of each classroom visit to record evidence of achievement of agreed upon goals. Categories on the template include: Focus Area and Teacher and Student Evidence. See template on next page. Note: Observations are designed to determine best practice for student engagement in learning. Observations are meant to enhance student engagement and learning, not to evaluate or to pass judgment on teacher performance.


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Learning Walk Observation Sample Template at___________ School

Focus Area Teacher Evidence Student Evidence Instructional Strategies 1. Classroom system recognizes

achievement and variety of instructional strategies and choices

2. Student roles and responsibilities reflect leadership and respectful interaction

3. There are common student response

4. Evidence of 7 Third Grade Indicators of Success

Student Talk Time/Small Group Instruction 1. Whole and choral response 2. Think-pair-share with sentence

frames and academic language 3. Hand and Finger signals to show

agreement, understanding 4. Set roles and expectations for

partnering and team work 5. Check level of understanding

and monitor progress 6. Designated Small Group

Instruction

GLAD Strategies 1. Using SCOUTS to identify peers

that are prepared, working hard, or being kind and utilizing SLANT and responding to common attention signals

2. T-Graphs 3. Signal word using academic

language 4. Utilized integrated unit format

with content and Language Arts imbedded

5. Utilizing Fab Five to deliver instruction

Social Emotional Practices 1. I statements 2. Second Step-Name, identify

solutions 3. Restorative Practices 4. Self- regulation practices are

evident 5. Use of Tone Zones are used to

identify volume in and out of class


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Instructional Rounds Theories of Action What is Instructional Rounds Theory of Action?

Instructional Rounds are an adaptation and extension of the medical rounds model. o Visit o Observe o Discuss o Analyze evidence o Discuss possible treatments

Instructional Rounds Theory of Action: a. Identifies quality instructional practice b. Eliminates teacher isolation c. Promotes collaboration among teachers d. Supports a formal observation team of teachers, administrators, and extended learning

partners e. Promotes walkthroughs, networks and improvement strategies f. Everyone is responsible for instructional improvement g. Educational improvement circles such as PLC’s, critical friends or study groups h. Connects classroom observations and improvement strategies i. Requires the team to focus on a common problem of practice

There are four steps to Instructional Rounds Theory of Action 1. Problem of Practice 2. Observation Cycle 3. Debrief 4. Next level of work

Instructional Rounds documentation includes:

1. Description of Problem of Practice 2. Analysis of evidence 3. Predictions/recommendations

Instructional Rounds Create:

1. Common understanding of instructional practice 2. Powerful teaching 3. Relationships between teachers and students 4. Common classroom routines and environments 5. Common language 6. Best Practice for all to see 7. Identifies professional development needed

Equity Learning Walks:

Select a journey partner or team to participate in a learning walk focused on one of the five categories: Environment, Rigor, Relationship, Relevance, Results. Study the categories and adjust as needed to focus on your own school. Observe, record findings, and engage in conversation to enhance practice. Quarterly Equity Walks are suggested to celebrate accomplishments.


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Instructional Rounds Planning Session Prior to Observation

1. The grade level or cross grade level team meets to determine observation topic; or use

established school, grade, or department goals 2. The team selects a coordinator to ensure subs and observation schedule are

completed. (Usually principal or facilitator, or lead teacher) 3. The group selects the “Practice” to be observed and evidence of desired outcomes.

These are documented for observer use. 4. Observations are scheduled by principal or team lead. 5. Observations are focused on student response to learning. 6. Observation teams are formed. 7. Each observer, who comprises the team, teachers, administration, extended learner

partners, agrees to complete documentation during the observation. 8. Select the date and time for the observations well in advance of the observation. 9. Rotate observations so all teachers observe one another. Secure subs to

accommodate schedule. 10. Schedule a debrief at the end of the same day the observations are completed. 11. Teachers share their own observations. 12. Observers provide feedback regarding evidence of outcomes. 13. PLC/grade level teams develop strategies for continued success and potential

refinement based on feedback for implementation and future observations. 14. Schedule the next Instructional Round observation and repeat the process three to four

times annually if possible.


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Instructional Rounds Desired Outcomes by Category

PreK (Based on CLASS Observation Tool)

Emotional Support 1. Positive Climate (PC) a. Relationships b. Positive affect c. Positive Communication d. Respect 2. Negative Climate (NC) a. Negative affect b. Punitive control c. Sarcasm/disrespect d. Severe negativity 3. Teacher Sensitivity (TS) a. Awareness b. Responsiveness c. Addresses problems d. Student comfort 4. Regard for Student Perspectives (RSP) a. Flexibility and student focus b. Support for autonomy and leadership c. Student expression d. Restriction of movement

Classroom Organization 1. Behavior Management (BM) a. Clear behavior expectations b. Proactive c. Redirection of misbehavior d. Student behavior 2. Productivity (PD) a. Maximizing learning time b. Routines c. Transitions d. Preparation 3. Instructional Learning Formats (ILF) a. Effective facilitation b. Variety of modalities and materials c. Student Interest d. Clarity of learning objectives

Instructional Support 1. Concept Development (CD) a. Analysis and reasoning b. Creating c. Integration d. Connections to the real world 2. Quality of Feedback (QE) a. Scaffolding b. Feedback loops c. Prompting through process d. Providing information e. Encouragement and affirmation 3. Language Modeling (LM) a. Frequent conversation b. Open0ended questions c. Repetition and extension d. Self and parallel talk e. Advanced language

* Third Grade predictors for observations is recommended: Small Group Instruction, Operations and Algebra, Collaboration, Oral Language Development, Vocabulary Development, Scaffolding Instruction, and Metacognition (evidenced based learning), Equity Walks


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Instructional Rounds Desired Outcomes by Category

K-3 (Based on California Standards for the Teaching Profession)

*Recommend observations aligned with Third Grade Predictors

*Third Grade predictors for observations is recommended: Small Group Instruction, Operations and Algebra, Collaboration, Oral Language Development, Vocabulary Development, Scaffolding Instruction, and Metacognition (evidenced based learning EduSnap, P3 Six Elements, Kristie Kauerz Framework, Equity Walks)

1. Student Engagement a. Multiple levels of support for student

achievement b. Differentiation is incorporated c. Students are motivated to learn d. Students interact with the teacher

and one another e. Clear connection between lesson

goal and student engagement

2. Classroom Environment a. Safe, organized, respectful

environment b. Environment offers choices for

learning c. Clear plans for learning and

behavior are evident d. A collaborative, positive

environment is evident

3. Instructional Strategies a. Variety of strategies b. Assessments built in to inform

instruction c. High expectations for learning d. Built in rigor e. Students clearly understand

concepts and expectations f. There are frequent checks for

understanding

4. Classroom Management a. Students are engaged in a variety

of learning activities b. Lessons are paced to keep students

engaged c. Ethics, integrity, social justice, and

fairness are evident

5. Collaboration Among Students and Teachers, Instructional Assistants, and Parent Volunteers a. Instruction focused on student

needs are evident among support providers

b. Parents are incorporated as partners in learning

6. Student Application or Extension of Learning

a. Students engage in self-assessment, goal setting, and monitoring own learning

b. Students, staff, parents use technology to communicate learning goals and achievements

c. Use of technology to differentiate learning is evident


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Sample Instructional Rounds/Learning Walk Peer Observation Form

Each observer completes this form.

Grade Level ____________________ Team A or B Time: _____________________________ Subject: __________________________________ Teacher: _________________________ Observer: _________________________________ Classroom #: ______________

Problem of Practice PreK

1. Emotional Support 2. Classroom Organization 3. Instructional Support

K - 3 1. Student Engagement 2. Classroom Environment 3. Instructional Strategies 4. Classroom Management strategies 5. Collaboration among students and adults 6. Student application or extension of learning 7. Third Grade Predictors-Small Group

Instruction, Collaboration, Oral Language Development, Vocabulary Development, Scaffolding Instruction, and Metacognition (evidence based learning)

1. List the desired outcomes/evidence for the observation per teachers being observed. 2. List evidence of desired outcomes as listed above observed by the observer. 3. List suggested strategies for future observations to accomplish requested outcomes. 4. Additional comments.

Bring this form to the team debrief session and submit to the team leader.


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Social Emotional Strategies that Work 2017-18

As a PreK-3 Learning Collaborative, P3 Early School Success participants have researched and received professional development in a variety of areas including; cultural proficiency, alignment, common core in English Language Arts and Math, family engagement, English Language Learners, and social emotional development. Our PK colleagues are well versed in social emotional development and are now in the process of working both statewide and nationally on supporting the development of intentional instructional practices and assessment for social emotional literacy and self-regulation. The professional development we have experienced and that is aligned with social emotional development include, but is not limited to: First School Culture of Caring, Dr. Sharon Ritchie, Dr. Sam Oertwig, and Dr. Adam Holland, Second Step, Teaching Pyramid, Dr. Linda Brault, and the Equity Learning Walks with Dr. Nancy Dome. The strategies listed in this document are commonly practiced in the 188 classrooms in the P3 Early School Success Initiative. Please let us know if there are others strategies that promote social emotional development.

First School-Culture of Caring (firstschool.fpg.unc.edu)

1. Three Universal Needs

a. Relatedness-Connect with others b. Competence-Experiencing success c. Autonomy-Possessing agency

2. Teachers have 2 jobs a. Keep students safe and happy b. Teach students what they need to learn c. Students job is to help the teacher do his/her jobs

3. PUCK a. Patience b. Understanding c. Consistency d. Kindness

4. Implement “Person of the Day” to get to know each other 5. Fun Friday for all students 6. Intentional opportunities to express emotions 7. We Care Bag-Kids Choose Content of the Bag 8. Morning Meeting to set the tone for the day 9. Environmental options for learning-kids regulate themselves for a safe place in the

classroom to meet their own needs at the time 10. Specific praise 11. Role play emotions; use photos of live expressions


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12. Comfort chairs 13. Wait time/think time honored to process and self-regulate 14. Respect between and among students and adults 15. Self-talk-move any negative talk to growth mind-set positive talk 16. Use breathing techniques to center and calm oneself 17. Model and debrief problem solving; develop own bank of solutions 18. Encourage multiple strategies to solve problems 19. Turtle Technique

a. Imagine you have a shell to retreat in b. Take three deep breaths and feel air release throughout your body c. Self-talk-I am calming down, I can do it, I can control it

20. Provide specific praise for persistence on a difficult task or situation 21. 12 Step Guide for parents to support at home

a. Provide stability b. Accept child’s responses c. Talk about your own feelings d. Encourage kids to discuss their own feelings. Avoid directives e. Model emotional regulation f. Teach children positive self-talk g. Identify situations and use as a spring board for conversation h. Turtle Technique (as described above) i. Identify when tension is building and practice calming techniques j. Use safe place for a “break” k. Model appropriate expression of negative feeling l. Praise efforts to self-regulate

22. Resolution through relationships- in order for teachers to support students social and emotional growth and problem solving, requires strong relationships

23. Explicitly teach social-emotional skills: just as when students don’t have academic understanding, we explicitly teach, the same philosophy is applied for social emotional skills

24. Managing behavior through small, student-centered, differentiated/individualized, attainable goals-as alternatives to losing recess and being sent out of the class


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Second Step-Social Emotional Development (cfchildren.org)

PreK

1. Skills for Learning a. Focusing and engaging b. Following directions

2. Development of Emotional Intelligence a. Identifying emotions in self and others b. Verbalizing emotions with teachers and peers

3. Problem solving a. Multiple strategies to solve problems b. Strategies to successfully enter play with peers c. Fair ways to play d. Having fun friends e. Handling having things taken away f. Handling name calling

4. Listening 5. Following Directions 6. Empathy

a. Feelings b. Identify anger c. Accident support d. Caring and helping

7. Emotional Management a. Feeling within our bodies b. Managing frustration c. Calming down strategies d. Handling waiting e. Managing anger f. Managing disappointment g. Handling being knocked down

Kindergarten 1. Skills for Learning

a. Listening rules/focusing attention b. Following directions c. Self-talk for staying on task d. Being assertive

2. Empathy

a. Feelings b. Identify anger c. Accidents d. Caring/helping


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3. Emotional Management

a. Feeling within our bodies b. Managing frustration c. Calming down d. Handling waiting e. Managing anger f. Managing disappointment g. Handling being knocked down

4. Problem Solving a. Solving problems b. Inviting to play c. Fair ways to play d. Having fun-friends e. Handling having things taken away f. Handling name calling

First Grade (new practices added from previous year)

1. Self-talk for calming down a. Managing worry b. Identify one’s own feelings

Second Grade (new practices added from previous year)

1. Being respectful 2. Feeling confident 3. Showing compassion 4. Predicting feelings 5. Emotional management

a. Managing embarrassment b. Handling making mistakes c. Managing anxious feelings d. Finishing tasks

6. Taking responsibility 7. Responding to playground exclusion 8. Playing fairly on the playground

Third Grade (new practices added from previous year)

1. Planning to learn 2. Identifying others’ feelings 3. Understanding perspectives 4. Conflicting feelings 5. Accepting differences 6. Making friends


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7. Emotional management 8. Managing test anxiety 9. Handling accusations 10. Managing hurt feelings 11. Solving classroom problems 12. Solving peer exclusion problems 13. Dealing with Negative Peer Pressure

Fourth Grade (new practices added from previous year)

1. Understanding complex feelings 2. Conversation and compliments 3. Joining in 4. Avoiding jumping to conclusions 5. Handling put downs 6. Taking responsibility 7. Showing compassion, understanding 8. Understanding different perspectives

Fifth Grade (new practices added from the previous year)

1. Disagreeing respectfully 2. Responding with compassion 3. Resisting revenge 4. Avoiding assumptions 5. Seeking help 6. Dealing with gossip 7. Accepting differences 8. Implementation categories-anticipate, reinforce, reflect 9. Integrate Second Step School-wide through newsletter, In Motion,

Community Time, Buddy Classes, monthly meetings 10. Second Step skills woven throughout all content areas 11. Families engaged with understanding Second Step skills and strategies:

monthly informational flyer for current month’s skill, on-line access to Second Step, family activities sent home that relate to the class’ weekly lesson

Use behavioral expectation T-Charts for each grade level for consistency (Lynwood)


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Teaching Pyramid-Dr. Linda Brault

(cainclusion.org/teachingpyramid/trainibgmodules.html)

PK, TK, K

1. Positive teacher-student relationships 2. PDA-Positive Descriptive Acknowledgement 3. Supportive Environment

a. Aesthetically pleasing b. Calm

4. Deliberate teaching a. Friendship skills b. Emotional literacy c. Problem solving-conflict-resolution Solution Kit (scripted stories) d. Managing strong emotions

5. Individualized intensive interventions Behavior Observation Reports


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Equity Learning Walks-Dr. Nancy Dome (Journey Partners for Equity Learning Walks-Epoch Education)

RESPECT AND RELATIONSHIPS Connectedness

RELEVANCE Choice and Personal Relevance

1. ____ It looks like the teacher genuinely cares for each student.

2. ____ The teacher expresses high expectations of each student.

3. ____ The teacher takes time to help students individually.

4. ____ Students are encouraged to make mistakes and learn from them.

5. ____ The teacher openly commends students' genuine efforts and excellent work.

6. ____ The teacher welcomes others to observe. 7. ____ The teacher encourages and listens to student

feedback even when they don’t agree. 8. ____ The teacher has a clear, consistent

and equal consequence or treatment for behaviors.

9. ____ Students are respectful to the teacher and peers.

10. ____ The teacher encourages students to help each other.

11. ____ The teacher uses culturally appropriate language, and encourages students to do so as well.

Comments:

1. ____ Students are engaged in their work. 2. ____ Students pursue their own learning and

under-standing of the topic because it is relevant to them.

3. ____ Students ask meaningful questions. 4. ____ Activities for learning are motivating

and intellectually engaging. 5. ____ Students can relate their own

experience or ideas to the lesson. 6. ____ The teacher provides choice for

students in learning topics and styles.

7. ____ The teacher uses culturally relevant resources and strategies to make learning relevant to diverse students.

8. ____ The teacher uses culturally relevant resources and strategies to make learning relevant to diverse students.

9. ____ Students give input on teacher instruction.

10. ____ Teacher encourages students to set personal goals for learning.

Comments:

N/A= did not observe behavior • 1= behavior was absent • 2= saw behavior occasionally • 3= saw behavior consistently

• 4= saw outstanding examples of behavior


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RIGOR Challenge and Engagement

RESULTS Authenticity and Effectiveness

1. ____ Students are analyzing, exploring, and discussing a topic, question, or problem.

2. ____ Students are articulating and sharing their thinking with one another.

3. ____ Learning is active. 4. ____ There is evidence of students coming to

new views or understandings. 5. ____ Students know teacher expectations for

work. 6. ____ There is evidence of activities that are

thinking centered and engaging. 7. ____ The teacher makes sure that students

understand what they are doing and what they are learning.

8. ____ The teacher chooses books that allow students to more deeply examine global issues.

9. ____ The teacher is engaging students at all learning levels.

10. ____ Teacher provides opportunities for students to connect to learning personally, and reflect on what others learned.

Comments:

1. ____ Students are able to read fluently. 2. ____ Students are able to use graphic organizers

to help them explain their thinking in writing. 3. ____ Students reflect on high level questions. 4. ____ Students are able to work together in

cooperative groups to complete projects. 5. ____ Students demonstrate skills and

understanding through projects, performances, written work or classroom discussion.

6. ____ Students are able to develop multiple solutions to problems in class and clearly explain how they solved a problem.

7. ____ Students are able to think, reflect and communicate effectively in a variety of ways.

8. ____ Students can make connections between themselves and people that are different than them.

9. ____ Students understand and use culturally appropriate language.

11. ____ Black and brown students are engaged in the classroom.

Comments:

N/A= did not observe behavior • 1= behavior was absent • 2= saw behavior occasionally 3= saw behavior consistently • 4= saw outstanding examples of behavior


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Equity Learning Walks-Dr. Nancy Dome (continued)

Classroom Physical Environment Acknowledging and Connectedness

1. ____ The teacher displays diverse cultural materials, photos, words, art etc. that represent cultural diversity.

2. ____ High quality student work is displayed. 3. ____ Wall displays are more than cartoon representations of diversity. 4. ____ The classroom climate is warm and welcoming to students 5. ____ The seating arrangement is conducive to collaborative learning. 6. ____ Students are grouped in multiple ways to access each student’s strength. 7. ____ Literature reflects the cultural diversity of the students in the class. 8. ____ Students feel like they belong in the classroom and the classroom belongs to them. 9. ____ Students are encouraged to problem solve independently and resources are available that can

be easily accessed. 10. ____ Classroom routines support multiple learning modalities.

Comments:

N/A= did not observe behavior • 1= behavior was absent • 2= saw behavior occasionally • 3= saw behavior consistently

• 4= saw outstanding examples of behavior


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Appendix

1. PreK-3 Grant Conditions

2. Resources

3. PreK-3 - Strategies That Work - Reflection Tool

4. MCF Logic Model

5. Child Snapshot Information

6. Framework for Planning, Implementing, Evaluating PreK-3 Approaches-Dr. Kristie Kauerz


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GRANT CONDITIONS District/Site P3 Grant Conditions 2017-18 – PreK-3 Initiative

Grant Condition Y/N Explanation of No 1. P3 elements (Vision, Cultural Proficiency/Climate,

Instruction, Alignment, Family Engagement, and Extended Learning) and Equity-Data Plan is incorporated in your Single School Plan for Student Achievement

2. P3 vision is incorporated into the District Strategic Plan

3. P3 vision is incorporated into the PTA/ELAC/SSC or SLT mission statement and action plans

4. Equity-Data Action plan are completed and implemented

5. School climate surveys are completed, including annual school survey and 3rd party evaluation instruments-Due to MCF by May 1.

6. Classroom observations are conducted 2x per school year by the administrator or same grade teacher at each site (Learning and Equity Walks)

7. Classroom observations are conducted by teachers one grade above and one grade below at each site (Learning and Equity Walks)

8. PreK-K teacher meetings are held to discuss instructional practice at each site at last quarterly

9. 9.Assessments across P3 are reviewed to inform instructional practice at each site (DRDP, GOLD, CLASS, P3 Common Assessments, SBAC, CELDT, Local Assessment Data)

10. P3 assessments identify students who are in need of extra help and students receive supplemental instruction and services

11. Parents of P3 targeted students who report helping their child with his /her homework

12. Families receive data in various forms at sites(written, verbal, web-based, at home, at school

13. Families have access to data about their own child, their classroom, and their school at each site

14. MCF Progress Reports are completed by schools and uploaded for this grant

15. Report on MCF Metrics not met


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16. Participate in parent survey annually with questions focused on P3 elements

17. Identify and Partner with Community Based organizations providing direct support to students and parents

18. Identify challenges and potential resolutions t described challenges

19. Report Progress toward Full Day Kinder

20. Schools agree to document collaborations of districtwide learning.

21. District agrees to designate a P3 lead to support sites and coordinate with countywide activities

22. Site agree to email copies of their school surveys to MCOE for Submission to MCF by May 1

23. Supt/Designee representative agrees to attend MCF/Supt meetings held at MCOE

24. Districts/Sites agree to full participate in Summer Institutes and professional development

25. District/site and service providers agree to participate in MCF 3rd party evaluation (e.g. LFA)

A. Grant Conditions

1. NUSD/SRCS/SUSD Directors meet with MCOE Representatives Quarterly 2. All districts participate in Professional Development 3. All districts participate in First School Summer Institute, Data collection, Coaching, and LFA

Evaluation 4. All districts provide targeted data available to level student instruction with partner

intervention support programs 5. Not included, but expected:

a. Budget changes of 10% variation. If there is a carryover in the budget technically funds need to be returned or a plan on how to use carryover defined in writing to MCF for approval

b. Full day kindergarten c. Carryover – spent consistently with six elements in targeted schools/districts d. Support Parents as Partners through collaboration with Parent Services Project

B. Indirect Costs 1. Each district/MCOE make own decision on indirect costs


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Resources Resource Author/Web

Beyond the Bake Sale Dr. Karen Mapp

Bringing Words to Life Isabel Beck

Building the Reading

Brain Research Pat Wolfe

California Preschool Learning Foundation

National Early Literacy Pane Eric Jensen (neuroscience)

Hart and Risley Study

Common Core Standards

CEED Early Childhood Resource Handbook University of Minnesota

Circle Manual

Count on Math Pam Schiller

Cultural Proficiency Dr. Randy Lindsey

Early Learning in Mathematics 2010

Executive Summary STEM Summit 2010

Early Childhood through Higher Education

FirstSchool Model Dr. Ritchie, Dr. Oertwig

Framework for Planning, Implementing, and Evaluating PreK-3 Dr. Kristie Kauerz

How Children Learn Number Concepts Kathy Richardson

Integrating Math into the Early Childhood Classroom Joan Martin

Integrating Math into Early Childhood Classrooms STEM Games


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Center for Early Education in STEM University of Iowa

Making a Difference: Ten Essential Steps to PreK-3 Dudzic, Gerarns, Leavell

Math Matters Stipek

Mind Set Stiggins and Devech

Growth Mindset Carol Dweck

National Council for Teachers of Mathematics

Curriculum Focal Points and Connections

National Foundation for Child Development

National Listserv [email protected]

Nurturing Knowledge Susan Neuman

PreK-3 Data Resource Center www.jcpsr.umich.edu/Pre K3rd/

PreK-3 Grade National Work Group Webinars www.PreK-3gradenationalworkgroup.org

REC Ohio-Making Math Meaningful Pam Schiller

School Readiness and Later Achievement; Developmental Psychology, 2007 Vol. 43 No.6 1428-1461

Teaching with Poverty in Mind Eric Jensen


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Strategies That Work Vision There is a shared vision and accountability among preschools, public schools, parents and communities for success for all students. (Strategy A-Ensure Quality Early Childhood Programs)

Best Practice Strong and in Place

Have it - but needs

work

Not Happening

Don’t know or

have questions

The participating schools and agencies have embraced, internalized, and communicated a shared vision by all constituents; embedded in signage, school plan, district strategic plan, Single School Plan for Instruction, PTA/ELAC/SLT mission statements

An action plan to build community awareness is in place and implemented.

The participating schools have a PreK-3 brochure, handbook, and formal website.

The district website is linked to PreK-3 Initiative information on the MCOE/MCF, district and school websites.

The PreK-3 signage is visible throughout the school community and posted Signage is posted in English, Spanish, and/or other languages spoken at the school, to embrace the languages spoken by the families represented in the school...

Participating schools offer “Ready for College” Institutes and Seminars that teach parents and families the importance of a college education and how to help prepare, support, and keep their students on track for college.

Outreach to the greater local community occurs to promote the PreK-3 Initiative.

District representatives attend at least one Design Team meeting per year per school.

Vision and resources are shared with the broader community of family daycare providers, family caregivers, and ECE Community Partners who work with children ages 0 – 3 years.

Collaborative professional and social gatherings are made accessible to all PreK-3 Partners to encourage the building of relationships across classrooms, school sites, homes, and communities such as: Leader to Leader workshops to bring ECE parent leaders together. Pre K – K teacher meetings to align programs and improve transitions; Pre K – 3 classroom observation opportunities.


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Strategies That Work Climate/Cultural Proficiency High quality Early Childhood (PreK-3) Programs are aligned and set high expectations for all students (Strategy A-Ensure Quality Early Childhood Programs)


Have it - but needs

work

Not Happening

Don’t know or

have questions

Provide quality professional development coaching and learning partnerships through quality local, national and international professionals (e.g. Drs. Lindsey, Dr. Muhammad, Dr. Nancy Dome)

Implement a character education program with public student recognition opportunities (e.g. Character Counts, Second Step, and Solution Teams, Restorative Practices)

Demonstrate value for the home language, culture, race, and ethnicity through classroom libraries, books for home use, signage throughout the school and classrooms, and in parent meetings (conferences and parent education and through classroom and school-wide Equity Walks (Environment, Relationships, Rigor, Relevance, Results

Ensure quality culture and language specialists are in place (Instructional Specialists/certificated)

Ensure leaders model and expect cultural proficiency among staff, students and families (e.g. Inside-out Model-Self Reflection; Dr. Lindsey)

Celebrate cultural differences through various cultural groups displayed throughout the school; parents share culture and traditions, and are involved in classroom activities and special events

Provide opportunities to share personal stories of language, culture, and race.

Welcome all parents at the school to support student learning. (e.g. model partnership vs fortress school environments per Dr. Karen Mapp)

Provide counseling for academics, social- emotional support beyond the regular ratios.

Ensure all parent materials, school publications, parent-teacher conferences, school site meetings and events, report card comments, IEP’s, district meeting, forums, agendas, postings, and calendars are bilingual, and/or provide translators.

A formal, written cultural proficiency plan is in place and actions are implemented

School climate surveys are completed annually, and results reported to MCF/LFA. A copy of the survey is provided to MCF by May 1 of each year.


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Strategies That Work Teaching /Learning All targeted students will perform at 55-75% Meet or Exceed Standards on SBAC on ELA/Math by third grade.


Have it - but needs

work

Not Happening

Don’t know or

have questions

Utilize varied service models for instruction for English Language Learners are provided (pull out, push in, sheltered, dual immersion, bi-literacy).

Provide rigorous daily direct instruction in academic language and a designated instructional period for identified English Learners (ELL based on CELDT levels); connect units thematically throughout subject areas to build background knowledge.

Provide specific benchmarks for language development by grade that are articulated across grades, including oral language development and assessments. (Aligned with new ELD Standards)

Schedule learning opportunities to maximize learning for targeted students to enhance literacy and math. Before, during, and after school)

Provide specialized services needed for English Learners (e.g. special education).

Provide effective professional development (e.g. GLAD, SDAIE, SIOP).

Establish rigor, benchmarks, and expected outcomes for each grade level.

Ensure frequent and meaningful classroom learning walks are held based on an expected performance and data driven decisions, by administrators 2x, by grade alike teachers 2x, by one grade level teacher above and below 2x)

Common grade level and cross grade level and PLC planning time to plan instruction is provided

Implement Pass the Baton for transitioning students between grade levels.

PreK-K teacher meetings/PLC are held regularly to collaborate and implement best practice in instruction, environment, and social emotional development

Establish a collaborative problem-solving team to determine quality intervention based on data analysis.

Provide PreK-3 Summer Bridge/Jump Start for targeted students.


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Best Practice Teaching and Learning (continued)

Strong and in Place

Have it - but needs work

Not Happening

Don’t know or

have questions

Ensure common quality instructional materials and assessments that are aligned PreK-3 (Align ELA/Math/handwriting and social emotional development practice)

Ensure frequent assessment and data analysis to inform and tailor instruction.

Ensure support from a literacy coach, peer observations, and visitations PreK-3.

Provide horizontal and vertical teacher instructional planning opportunities to enhance learning. (e.g. PLC’s)

Provide evidence of differentiated instructional practice of student academic progress as a result of intervention. (Blended Learning)

Implement model of “Partnerships for Learning” that trains teachers how to focus on at-risk students in a long-term, in-depth, and precise intervention that is driven by assessment, data, and student performance.

Establish school schedule that implements and honors a daily Universal Access, block for targeted reading and language arts.

Establish collaboration between English Language Learner teachers, special education teachers, and general education teachers to support students


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Strategies That Work Alignment High quality Early Childhood Programs are aligned and set high expectations for all children. (Strategy A-Ensure quality ECE Programs)


Have it - but needs

work

Not Happening

Don’t know or

have questions

Provide comprehensive and aligned PreK-3 curriculum, standards, instruction and assessment focused on academic English.

Provide common state and local assessments, analyze data, and use data to inform instruction and tailored support.

Provide a calendar of family support, professional development, and observation opportunities that are published and accessible.

Provide seamless collaboration among all constituents PreK, K-12, agencies, and partnerships with common instructional expectations and outcomes.

Adopt common standards PreK-3.

Provide GLAD and related quality professional development and monitor implementation for PreK-3

Provide broad based communication, recognition, opportunities for learning, family engagement, and leadership opportunities.

Implement common PreK-3 instructional programs with fidelity in ELA/Math.

Ensure alignment between PreK and K, general education, English Language Learner programs and Special Education support services. (e.g. data and student progress and needs are articulated between groups)

Create calendar of Design Team/teacher meeting and planning times with areas of focus that include school, grade, and individual student goal setting

Provide specific training in ELA and Math for all extended learning providers.


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Strategies That Work Family Engagement 90% of parents of participating students demonstrate proficiency and involvement in: a) supportive learning at home, b) navigating the public school system, c) advocacy for their child’s education. (Strategy B-Increase parent involvement in education)


Have it - but

needs work

Not Happening

Don’t know or

have questions

Ensure dedicated quality staff partnering with targeted students and families.

Provide language assistance services through Parent Community Liaisons/Mentors/Coaches to strengthen parent relationships.

Provide face to face, written, on-line and web translations.

Provide authentic parent leadership and involvement opportunities through an intentional, tiered, leadership training program.

Provide opportunities for families to support homework and access technology in after school and evening hours.

Provide in-home support with instructional materials through bilingual Community Liaisons/teachers.

Provide quality parent education, parent to parent development, mentoring (e.g. Charla café).

Implement a parent network through Parent Services Project or similar program designs to include outreach, formal advisory and leadership.

Provide Adult English and GED classes that are easily accessible and at varied times during the day.

Ensure a Volunteer Coordinator supports parent and community involvement.

Ensure Community Liaison services are easily accessible.

Develop family goals and achievement of those goals.

Provide parent recognition opportunities publicly to acknowledge contributions and the support of parent contributions to the learning environment.


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Best Practice Family Engagement (continued)

Strong and in place

Have it, but

needs work

Not happening

Don’t know or

have questions

Build relationships between families through school activities, workshops, ESL classes, Dad’s Groups (e.g. Watch Dog Dads), in home workshops, and parent/student lunch opportunity

Ensure parents are well informed regarding specialized program support and services for English Learners and targeted students.

Ensure ELAC is vibrant and participates in the school community as well-informed decision makers and leaders.

Create a viable and active Family Center on the school site; provide various services including; social services, health referrals, and education

Families are provided with data about their own child and school in a variety of formats including electronic, written, and on-line access to their own child’s performance, discipline, and attendance


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Strategies That Work Extended Learning All targeted students are in a structured extended day learning environment and evidence of growth is indicated. (Strategy C-Expanded learning time for K-3 students)


Have it - but needs

work

Not Happening

Don’t know or

have questions

Demonstrate use of a variety of instructional models in extended learning aligned with school day practice. (e.g. 1:1, flexible groupings, blending learning to differentiate instruction)

Provide before and after school extended learning tailored to student needs taught by certificated staff.

Align extended day learning to the school day instructional practice; before school, during the school day, after school and summer; taught by certificated staff

Provide cross age and volunteer tutoring, and use of high school students who will receive formal community service hours.

Align extended learning with after school programs (e.g. Boys and Girls Club, YMCA.)

Ensure regular communication and instructional planning time between classroom teachers and extended learning partners

Implement full day kindergarten in all nine MCF/PESSA schools. Incorporate technology for assessment and differentiated learning design. Provide monthly family enrichment resource guides for each group/grade level with ideas for no or low-cost family and cultural activities in the community that connect to student learning.

Enroll family scholarships for summer enrichment programs.

All content and information regarding P3 Practices, Resources, and Events are available on the web at marinschools.org → Education Services → P3 Early School Success


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MCF LOGIC MODEL


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CHILD SNAPSHOT


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PreK-3 Framework for Planning, Implementing,

Evaluating PreK-3 Approaches

(Dr. Kristie Kauerz-University of Washington/Harvard)

PreK-3 EARLY SCHOOL SUCCESS - marinschools.org Binder/P3...PreK-3 EARLY SCHOOL SUCCESS ... The goal...

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Transcript of PreK-3 EARLY SCHOOL SUCCESS - marinschools.org Binder/P3...PreK-3 EARLY SCHOOL SUCCESS ... The goal...