Making a Difference

1. Making a Difference Working with States, Districts and Schools to Support and Encourage Their P-3 Efforts Linda Sullivan-Dudzic MS Ed. Donna K Gearns, MS Ed. Kelli Leavell, M.Ed. 360.394.4422 tdudzic@msn.com Making a Difference Consulting Inc.

2. Agenda • Welcome • Transitional Kindergarten Presentation - “Making a Difference: Working with States, Districts and Schools to Support and Encourage Their P-3 Efforts”, Linda Sullivan-Dudzic, Special Programs Director, Bremerton School District, Washington. • Q&A- Please email all questions to Araceli Sandoval-Gonzalez: asandoval@preschoolcalifornia.org • Next Call : February 19, 3:30-4:30pm

3. Why P-3 From A State & District Perspective ? Please email all questions to : asandoval@preschoolcalifornia.org

4. For Our Brief Time • Preschool Partnerships • Shared Resources • Shared Professional Development • Strength-based Inventory • Assessment Loop • Discussion Please email all questions to : asandoval@preschoolcalifornia.org

5. How 3rd Grade Reading Skills & Poverty Influence High School Graduation Hernandez, D. J. (2011). Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation. New York: The Annie E. Casey Foundation and The Center for Demographic Analysis, University of Albany, State University of New York. “One in six children who are not reading proficiently in 3rd grade do not graduate from high school on time, a rate 4 times greater than that for proficient readers.” “The rates are highest for the low, below-basic readers: 23% of these children drop out or fail to finish high school on time, compared to 9 percent of children with basic reading skills and 4% of proficient readers.” “Overall, 22% of children who have lived in poverty do not graduate from high school, compared to 6 percent of those who have never been poor.

6. Choosing the wrong drivers for whole system reform seminar series204 April 2011 www.cse.edu.au “The desired goal. . . The moral imperative of raising the bar (for all students) and closing the gap (for lower performing groups) relative to higher order skills and competencies required to be successful world citizens.” –Michael Fullan Please email all questions to : asandoval@preschoolcalifornia.org

7. superintendents Standards Principals Transportation Budget Assessment Federal & State Resources Special Education Community Teachers Instruction Strategic Planning Parents Partnerships Facilities Common Core State Standards & Achievement Please email all questions to : asandoval@preschoolcalifornia.org

8. Requires a Systems Approach Professional Development

9. EXAMPLES Of What It Might Look Like From P-3 work in Bremerton, Other WA State Districts, & 6 States

10. Relationships & Building a Community Focus Relationships & Building a Community Focus Our School Our Community

11. The Need Please email all questions to : asandoval@preschoolcalifornia.org

12. The Response Lifting up Our CommunityOur ECCE Partners Please email all questions to : asandoval@preschoolcalifornia.org

13. Where are Children Prior to Kindergarten? Please email all questions to : asandoval@preschoolcalifornia.org

14. Established a P-3 Leadership Team • Common Goals • Common Curriculum • Shared Language • Shared Resources • Assessment Loop • Aligned Instruction and Professional Development Please email all questions to : asandoval@preschoolcalifornia.org

15. P-3 Leadership Team Please email all questions to : asandoval@preschoolcalifornia.org

16. How?

17. Quality And Commitment Early Childhood Care & Education A Community Working Together Wonders of Learning Preschool AND Bremerton School District Set Goals Please email all questions to : asandoval@preschoolcalifornia.org

18. Beyond Just ConnectingWhy Do This Work? • Strong Foundation Birth to Third Grade • Early Intervention • Changing Lives Please email all questions to : asandoval@preschoolcalifornia.org

19. Relationships Creating and maintaining relationships and partnerships with community preschool partners

21. “Quality Preschool is necessary, but not sufficient, to raise the educational achievement of all children. For children to get the most out of growing public investments in early learning, we must align standards, curriculum, and assessment from pre-kindergarten through kindergarten and into the early elementary grades.” Source: National Foundation for Child Development Please email all questions to : asandoval@preschoolcalifornia.org

22. Not every Teacher is an Early Childhood Teacher • Quality counts! • “Friendly Accountability “ • Learning Walks Please email all questions to : asandoval@preschoolcalifornia.org

23. Recruitment and Retention Policies for hiring P-3 teacher, Coaches and Support Personnel Considerations Please email all questions to : asandoval@preschoolcalifornia.org

24. Facilities Use and Access Beyond Space Jill Brenner, Kitsap Community Resources Head Start/ECEAP Please email all questions to : asandoval@preschoolcalifornia.org

25. Alignment &Problem SolvingHow is P-3 Part of Your System? • Standards • Assessment • Instruction Please email all questions to : asandoval@preschoolcalifornia.org

26. School District /School & Community Planning Please email all questions to : asandoval@preschoolcalifornia.org

27. P-3 Instructional Model Please email all questions to : asandoval@preschoolcalifornia.org

28. Aligning and Maximizing Resources PreK-12 (General Education, Special Programs & Special Education ) School wide and District wide * Commitment and alignment of resources Please email all questions to : asandoval@preschoolcalifornia.org

29. Challenges & Considerations for Decision Making & Change • Multiple measures • Prevention versus intervention • Community, school wide and district systems • Value added • Supplanting • Student achievement & family support • Significant growth versus investment • Impact (number of students, number of teachers and leaders) • Use of Para pros versus teachers • Increase quality of special education and decrease adult dependency Please email all questions to : asandoval@preschoolcalifornia.org

30. Resources & Commitment Effective PreK-3 Instruction “Strategic Use of Resources and Technology” - FCD Please email all questions to : asandoval@preschoolcalifornia.org

31. Reduction In Title I & Special Education Services Please email all questions to : asandoval@preschoolcalifornia.org

32. Shared Resources How? Please email all questions to : asandoval@preschoolcalifornia.org

33. May Not Require $$$$$$$$ Please email all questions to : asandoval@preschoolcalifornia.org

34. Possible Ideas Please email all questions to : asandoval@preschoolcalifornia.org

35. Please email all questions to : asandoval@preschoolcalifornia.org

36. Professional Development Building Sustainability using a TOT Model School – Based Experts Please email all questions to : asandoval@preschoolcalifornia.org

37. Building Sustainability using a TOT Model Please email all questions to : asandoval@preschoolcalifornia.org

38. Principal & Leader PreK-3 Institutes TOT

39. P-3 Instructional Leaders P-3 Development & Standards What children need to know and be able to do How Young Children Learn AND How to Match Instruction P-3 Instruction What does quality instruction look like based on how young children learn ? P-3 Assessment How do you know if children are on track? Prevention & Early Intervention Principal & Leadership P-3 Institute Making a Difference Inc. (360) 394-4422 tdudzic@msn.com Linda Sullivan-Dudzic, Donna K. Gearns, Kelli Leavell

40. Strength Based Systematic PreK-3 Alignment Process Instructional Alignment Process Assessment and Data Loop Please email all questions to : asandoval@preschoolcalifornia.org

41. Systematic Strength-Based P-3 Alignment Process

42. From Research/Theory to Action • Prior to using this process; • Teams analyze trend data, demographics and areas of need to determine priority • Examples • Social / Emotional • Focus • English Language Arts / Literacy • Vocabulary • Writing • Text Complexity and Content Knowledge • Mathematics • Progressions • Other Please email all questions to : asandoval@preschoolcalifornia.org

43. Please email all questions to : asandoval@preschoolcalifornia.org

44. Systematic Strength-Based PreK-3 Alignment Process Identify assessments needed based on the type of data and information you will share in our Assessment Loop What are you doing now? Make agreements about what quality teaching and learning will look like in your PreK-3 system. Record agreements on the What Quality Looks Like Make agreements as a group regarding instructional tools and activities. Record agreements on the Planning Guide What do you need to add/revise? Determine what quality teaching and learning looks like .

45. Please email all questions to : asandoval@preschoolcalifornia.org

46. What Quality Looks Like • Honor agreements • do what you said you would • It is a living document • make changes • Show how you are adjusting based on student need • Celebrate • Post student work that highlights the targeted behaviors/expectations • Share ideas, tips, strategies that showcase targeted teacher behaviors Please email all questions to : asandoval@preschoolcalifornia.org

47. Assessment and Data Discussion Activity • Why do we do assessments? • What are the benefits for: • Children • Families • Teachers • School/District Please email all questions to : asandoval@preschoolcalifornia.org

48. Assessment Loop PreK-3 System Please email all questions to : asandoval@preschoolcalifornia.org

49. PreK-3 Data Uses Identify Strengths and Support Areas Establish Goals Identify Professional Development Needs Inform Instruction 3rd Grade & Beyond 2nd Grade Data 2nd Grade Data 1st Grade Data Plan and adjust instruction for incoming students Kindergarten Data 1st Grade Data Adjust instruction and practices to strengthen alignment for future students Birth-PreK Data Kindergarten Data

50. Data and Information Assessment Loop Use common reporting system Respectful Review of Data Celebrate Successes Change as needed or next steps Assess Implement Professional Development