1 / 42

Child-Parent Center Expansion, Preschool to 3 rd Grade Program Molly Sullivan Chris Maxwell

Child-Parent Center Expansion, Preschool to 3 rd Grade Program Molly Sullivan Chris Maxwell. LINC Symposium Presentation April 18, 2013. Agenda. Project Overview Midwest CPC Expansion Linked to Chicago Longitudinal Study CPC Highlights Implementation Review Curriculum alignment

deliz
Download Presentation

Child-Parent Center Expansion, Preschool to 3 rd Grade Program Molly Sullivan Chris Maxwell

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Child-Parent Center Expansion, Preschool to 3rd Grade ProgramMolly SullivanChris Maxwell LINC Symposium Presentation April 18, 2013

  2. Agenda • Project Overview • Midwest CPC Expansion • Linked to Chicago Longitudinal Study • CPC Highlights • Implementation Review • Curriculum alignment • Parent involvement • Professional development

  3. Educational Trends for Young Children (Preschool – 3rd Grade) 1. Less than half of U. S. children enter Kindergarten fully ready to succeed. 2. Preschool impacts are frequently found to drop off over time. 3. Third and fourth grade underachievement is common in U.S. schools. 4. Most previous efforts to strengthen continuity from preschool to third grade have limited success.

  4. PreK – 3rd Education • Public funding for Full-Day education starting at age three, including: • Voluntary, Full-Day PreK for three- and four-year-olds • Required, Full-Day Kindergarten • Aligned educational strategies within and across grades, including: • Aligned standards, sequenced curriculum, instruction, and assessments • Well-rounded curriculum, including literacy, math, arts, physical education, social and emotional learning and science • Regular joint planning and shared professional development among all PreK, Kindergarten, and 1st–3rd grade teachers and staff • Principal leadership to support joint professional development and teacher collaboration around PreK-3rd curriculum and instruction • Family engagement focused on supporting what children learn in school and on promoting a Dual-Generation strategy

  5. PK-3 Approaches

  6. Turn and Talk • CPC is a PreK-3rd grade program. • What do you think about the effectiveness of the PreK-3rd approach as a strategy for improving educational outcomes?

  7. CPC Model

  8. Key Principles Continuity Consistency in learning environments Organization Staffing, leadership, services Instruction Aligning curriculum, encouraging communication Family support services

  9. Core Elements Effective Learning Class size, Length, Balance Collab. Leadership HT, PRT, SCR with Principal Curric. Alignment Endorsed plans, integration Parent Involvement Menu-based system Continuity & Stability High rate program stability Prof. Development Modules, On-line, Facilitation

  10. Child-Parent Center Structure Child-Parent Center Preschool/Kindergarten (Wing or Building) Elementary School Grades 1 to 3 Principal Head Teacher School Facilitator Outreach Services Parent Component Curriculum Component Health Services Parent Component Curriculum Component School-Wide Services Reduced Class Size Teacher Aides Instructional Materials Individualized Instruction Inservice Training School-Community Representative Resource Mobilization Home Visitation Parent Conferences Parent Resource Teacher Parent Room Activities Classroom Volunteering School Activities Home Support Language Focus Small Class Sizes Inservice Training Health Screening Nursing Services Free + Reduced- Price meals Parent Room Activities Classroom Volunteering School Activities Home Support Health Services School-Community Representative Free + Reduced- Price meals Resource Mobilization Age 3 To Age 9 10

  11. Impacts of CPC on Parents Involvement in school activities Attitudes toward education Satisfaction with child’s education Lower rates of substantiated reports, child maltreatment Example: Weekly involvement in early childhood linked to 38% reduction in later grade retention (Miedel & Reynolds, 1999)

  12. Effect Sizes, CPC Preschool (CLS) Outcome SD units Cognitive composite, K 0.63 Grade 3 achievement 0.26 Grade 6-8 achievement 0.29 Remediation by Grade 8 -0.42 Juvenile arrest -0.29 High school graduation 0.28

  13. Questions? • What questions do you have about the core elements of CPC?

  14. Midwest CPC Expansion

  15. Chicago, IL Chicago Public Schools Woodlawn Children's Promise Community, Chicago, IL Evanston, IL Evanston/Skokie District 65 Child Care Center of Evanston Normal, IL Unit 5 Virginia, MN Arrowhead Head Start Virginia, MN Public Schools St. Paul, MN St. Paul Public Schools Bethel King Child Development Center Saint Paul Promise Neighborhood Erikson Institute:Professional development SRI International:Evaluation Center for the Study of Education Policy at Illinois State University: Sustainability and Scale-Up Human Capital Research Collaborative, University of Minnesota: Lead Organization and Grantee CPC Partners

  16. CPC Expansion: A Snapshot WHAT • A five year project to expand a proven PreK-3rd grade model and evaluate its impacts on children’s well-being. WHO • The 2012-2013 Pre-K cohort includes a partnership of five school districts and nine educational organizations • Additional Expansion sites will be announced in 2013 and beyond. WHY • To improve children’s school success and increase parent involvement in education and the community • Develop a sustainability and scale-up plan

  17. CPC Expansion Project Goals 1. Implement CPC with high quality. 2. Assess implementation fidelity. 3. Evaluate impacts on achievement and parental involvement. 4. Assess impacts by child, family, and program attributes. 5. Determine initial cost-effectiveness. 6. Implement a sustainability plan to facilitate maintenance and expansion.

  18. Turn and Talk • Which of the 6 CPC Expansion project goals is most important to you as an educational leader? • Which of the project goals is most easily attainable? Which is the most difficult to attain?

  19. Early School Achievement, Performance, & Adjustment Early Childhood Experience, Ages 3 to 4 High School Graduation Paths of Success of CPC PK-3 Model CPC program participation PreK 3rd School & Program Context C B School-Ready Proficiency Language Math Social-emotional Science Health/Arts A _ Timing Duration Intensity Instruction Family services K-3 services Alignment Small classes Prof. development School continuity

  20. Remedial Education & Child Welfare

  21. Major Refinements 1. Full-day Pre-K in many sites. 2. Parent involvement and curriculum plans endorsed by principals. 3. PD system & site support instead of full-time curriculum coordinators. 4. Broader context including community-based sites. 5. On-going assessment and data collection on key elements.

  22. Initial Implementation HighlightsFall 2012 – PreK Year

  23. Enrollment, Fall 2012 2,316 children in 26 preschool sites (plus 7 K-3 partner sites) 1,664 are 4-year-olds 652 are 3-year-olds 1,967 in 19 Illinois sites 349 in 7 Minnesota sites

  24. CPC PreK Picture: 2012-2013

  25. Collaborative Leadership Team A leadership team run by the Head Teacher in collaboration with the Principal. • Site-level leadership teams meet regularly, often weekly. • Leadership teams members across sites meet monthly. • 95% of collaborative leadership team staff across all sites hired by 1/8/13

  26. Building Capacity • Head Teachers provide support to staff and leadership through providing alignment and transitional services • Parent Resource Teachers provide principals with the opportunity to consider how to meet parent involvement requirements • Parent Involvement is mandated in almost all public schools but is rarely accompanied by funding to meet the mandates

  27. Effective Learning Experiences: Class Sizes by District Required class size is maximum 17 children: minimum 2 adults.

  28. Effective Learning Experiences: Attendance Rates • Attendance rates collected for Chicago and Normal, still being collected at other sites • For Chicago, we examine chronic absence (≥10% absence) • Normal attendance data for students that joined in August or September

  29. Aligned Curriculum • Balance and integrate content areas and types of learning outcomes (e.g., skills, higher-order thinking) • Align curricula, teaching methods, and assessments horizontally and vertically • Establish site-level instructional teams

  30. Balance of Instructional Activities Districts demonstrate a balance of teacher-directed and child-initiated activities across multiple domains.

  31. Overview of Implementation of Parent Involvement Plan: Part 1 • Needs Assessment Conducted by PRTs • Parent Involvement Plan developed based on Needs Assessment • PRTs create monthly events calendars based on needs assessment

  32. Implementation of Parent Involvement Plan: Part 2 • PRTs document frequency and type of activities parents are engaged in through the monthly parent involvement logs • Every child has a family folder • Home parent involvement survey • Parent survey • home and school parent involvement, frequency and by type

  33. Fall Parent Involvement Summary:Average % Parent Participation To enhance the accuracy of our documentation of home parent involvement, home parent involvement surveys are being collected starting Jan. 2013.

  34. Professional DevelopmentSystem

  35. CPC Professional Development System • Advance quality and alignment of PreK-3rd grade teaching • Promote capacity of Head Teacher and CPC leadership team to support classroom practices • Help build a PreK-3rd grade professional learning community

  36. Professional Development Challenges • What do you see as the priority PD challenges for a PreK-3rd grade approach, exemplified by CPC?

  37. Research-Based PD Practices • Formal PD tightly aligned with coaching, feedback, and PLC work • Continuity of PD over time • PD matched to context • Collaborative professional learning • Organizational structures and support built into CPC model

  38. Leader Preview PD #4 Leader Preview PD #3 Leader Preview PD #2 Leader Preview PD #1 Online Teacher PD #4 Online Teacher PD #3 Online Teacher PD #2 Online Teacher PD #1 On-Site Leader Coaching On-Site Leader Coaching On-Site Leader Coaching On-Site Leader Coaching CPC LeaderApplica-tions CPC LeaderApplica-tions CPC LeaderApplica-tions CPC LeaderApplica-tions Overview of CPC PD System Year 5 3rd Grade • Blended PD Model: Online plus face-to-face • High Tech, Soft Touch • Constructing aligned PreK-3rd PD System Year 4 2nd Grade Year 3 1st Grade Vertical Alignment Kindergarten Year 2 Year 1 PreK School Year

  39. FeaturesofProfessionalDevelopment Four online PD modules per grade Individualized options within modules: Intro plus 2 Learning Labs Leader and teacher resources

  40. Funding Support U. S. Dept. of Education (i3) Greater Twin Cities United Way Target Corporation McKnight Foundation Saint Paul Foundation Minneapolis Foundation Saint Paul Public Schools For others, see humancapitalrc.org

  41. For more info: Guidelines & Requirements Curriculum & parent involvement planning Research and monitoring PD & Program modules www.humancapitalrc.org/cpc Molly Sullivan mollys@umn.edu

More Related