Midwest Child-Parent Center Program Expansion 2012-2016 Overview

1. Midwest Child-Parent Center Program Expansion 2012-2016 Overview August 2012 A Project of the Investing in Innovation (i3) Program of the U.S. Department of Education in collaboration with

2. CPC Expansion: A Snapshot WHAT • A five year project toexpand a proven PreK-3rd grade model and evaluate its impacts on children’s well-being WHO • A partnership of five school districts and nine educational organizations • PreK children in fall 2012 will be enrolled WHY • To improve children’s school success and increase parent involvement in education and the community • Develop a sustainability and scale up plan

3. CPC Expansion Goals 1. Implement CPC model with high levels of quality using established program principles. 2. Assess the quality of implementation. 3. Evaluate the impact on achievement and parental involvement using a rigorous and multi-faceted design. 4. Assess impacts by child, family, and program attributes. 5. Determine initial cost-effectiveness. 6. Implement a sustainability plan to facilitate maintenance and expansion.

4. Timeline Jan-Aug 2012. . . . . Planning Sep-June 2013. . . . PreK year Sep-June 2014. . . . K year Sep-June 2015. . . . 1st grade Sep-June 2016. . . . 2nd grade Sep-June 2017. . . . 3rd grade Dec. 2016. . . . . . . . Formal Project Period Ends

5. In This Module • Who are the Partners? • Why PreK to 3rd Grade Approach? • Why CPC? • Is the Evidence Strong? Yes. • What is the CPC Model & Plan? • What is the Evaluation? • Where to Go for Further Information?

6. Who are the Partners?

7. 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: None of us is as smart as all of us (Pogo)

8. Put CPC on the Map!

9. Why Prek to 3rd Approach?

10. Kindergarten Disparities

11. Primary Grade Disparities • PreK drop-off in effects • Inconsistency within and across grades • 90% of children may not have repeated access to quality instruction (Pianta, 2008) • Majority of many children’s time continues to be in passive learning (Ritchie, 2012)

12. More School Moves Equals Lower Achievement4th Grade Reading Proficiency Note. Data from National Assessment of Educational Progress

13. 4th Grade NAEP Proficiency, 2011 Note. Parent education is based on 8th grade results. (Not asked in 4th grade)

14. Access to coordinated continuum of education beginning at age three (or before): PreK + K + 1st + 2nd + 3rd Effective teaching- learning practices Balanced Developmentally-Informed Aligned Connections among families, schools, and communities Supports family transitions Collaborative planning and professional development among educators and programs Systems change What is PreK-3rd?

15. Why CPC?

16. CPC as PreK-3rd: Ahead of Its Time • A proven PreK-3rd grade model • Researched based evidence from 1968-present 16

17. Goal “The Child-Parent Education Centers are designed to reach the child and parent early, develop language skills and self-confidence, and to demonstrate that these children, if given a chance, can meet successfully all the demands of today’s technological, urban society.” (Sullivan, 1968)

18. Midwest CPC Expansion • Not just another program! • This is big! Policies & Systems School Classroom Family Child

19. CPC: The Historical Journey CPC is the second oldest federally funded preschool program and the first PreK-3 program. Chicago Public Schools were first district to use Title I for preschool (1967) District 8 Supt. Lorraine Sullivan developed program with much local collaboration

20. May 7, 1967 (Sun-Times) “The youngest class in the history of Chicago schools will get a head start on Head Start this week. The youngsters, some only 2 ½ years old, have enrolled in the city’s first child-parent education center housed in a cluster of mobiles at 4346 W. 5th.

21. 1966: General Superintendent of the Chicago Public Schools asked Dr. Lorraine Sullivan to report on ways to improve attendance and achievement in her district 1967: CPC program opened in four sites 1975: 25 CPCs were in operation 1985: Start of Chicago CPC Longitudinal Study 2005: Number of CPCs reduced and model reduced to PreK 2011: ten CPCs in operation 2012: CPC expansion begins in 34 sites across midwest 21

22. Is the Evidence Strong? Yes.

23. The Evidence:CPC Longitudinal Study Effects of CPC program for a cohort of 1,539 born in 1979-80 What is the timing and duration of impacts at ages three to nine years? What are the influences on life-course development from the early years to midlife?

24. CPC Preschool and Readiness 24

25. Reading Advantage of CPC:Blue line shows CPC Pk-3 group

26. Remedial Education & Child Welfare 26

27. What is the CPC Model & Plan?

28. Broad CPC Goals Improve school transition Promote continuity in learning Help prevent fade-out effect of preschool Enable cumulative benefits of high quality preschool, kindergarten, 1st, 2nd and 3rd grade Establish mutually supportive family-school-community relationships 28

29. 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 Physical health Creative arts A _ Timing Duration Intensity Instruction Family services K-3 services Alignment Small classes Prof. development School continuity

30. Overview: 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 30

31. Six Key CPC Elements Parent Involvement Professional Development Continuity and Stability Effective Learning Experiences Aligned Curriculum CollaborativeLeadership Team

32. #1 Collaborative Leadership Team • Support staff in implementing CPC model • Head Teacher, Parent Resource Teacher, School-Community Representative working with Principal, AP, and other staff • Cultivate culture of caring and shared ownership of success • Build PreK-3rd professional learning community • Advance professional development

33. Trusting, respectful relationships Differentiation for families, just like children Menu of options: Supports for parenting Two-way communication about children’s learning Concrete assistance for children’s home learning Connections with community resources Supports for parents as adults #2 Parent Involvement and Engagement

34. #3 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 • Create “ladders of learning” for each child (Kauerz, 2012)

35. #4 Effective Learning Experiences, PreK-3rd • Intentionally integrate support for the whole child • Balance teacher-directed and child-initiated teaching-learning approaches • Prioritize oral expression, active engagement, and interaction • Build skills and higher-order thinking

36. Eric Dockery, Principal Dewey Elementary School Eric Dockery, Principal of Dewey Elementary School • Co-location • Alignment of Prek-3rd • Make a better effort to align Prek-3rd grade • Prek-3rd grade team meetings

37. #5 Continuity and Stability • Comprehensive coordination of services PreK-3rd grade • Stability for children and families • Co-location or close proximity • Classes sizes no larger than 25 children from K to 3 with teacher aides.

38. #6 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

39. Features of PD System • Leadership approach • Four online teacher PD modules per year • Soft-touch, high-tech • Build upon very successful EriksonOnline format • Tech support only a click away • Offer options within modules

40. PD Bottom Line:Time Commitments • Head Teacher and leadership team PD: six hours per quarter • Head Teacher and PreK Teachers: three hours per quarter to complete on-line modules • On-Site: • Quarterly on-site support for Head Teacher and Teachers • Debrief with Administrators

41. Program Requirements To ensure strong implementation of the CPC program, requirements for each of the 6 key elements are established. Among these are (a) a leadership team of Head Teacher, Parent Resouce Teacher, and School-Community Rep., (b) small classes from PreK to 3rd grade, (c) endorsed plans for curriculum and parent involvement, and (d) quarterly PD training. Also see Program Guidelines document.

42. What is the Evaluation?

43. CPC Evaluation: The Questions • Is the CPC program well-implemented? • Do students in the CPCs make greater gains in school readiness skills and early school achievement relative to comparison students? • Do parents of students in the CPCs show greater involvement in their children’s school and greater increases in educational levels and employment compared with parents in the comparison group?

44. School Data Collection 2012-13 • Who will be asked to collect data this year? • Principals • PreK teachers • Parent resource teachers (CPC schools) • Children will be assessed by trained evaluation staff during the school day (10-20 minutes, fall 2012) • Parents will be asked to complete a phone interview (fall 2012)

45. What will each staff memberbe asked to do? • Principals • School survey about school characteristics (e.g., curriculum and parent involvement activities) (online; Apr-Jun 2013) • Parent Resource Specialists • In CPC schools, Parent Resource Specialists will be asked to collect information about parent participation in the classroom and other parent involvement activities (online; monthly or quarterly)

46. PreKteachers • Distribute consent forms to families (Aug-Sept 2012) • Participate in an online WebEx training on the child behavior/school readiness checklist (online; Aug 2012) • Complete a brief child behavior checklist for each child in the study (online; Oct-Nov 2012) • Complete a brief survey about your background and classroom practices (online; Apr-Jun 2013) • Allow evaluation staff to conduct a one-day classroom observation using the CLASS instrument (spring 2013) • In non-CPC schools, teachers may be asked to report on parents’ participation (online; monthly or quarterly)

47. Where to Go for Further Information?

48. Please Review the CPC Program Guidelines Executive Summary; Available from:--Principal or Head Teacher--Leadership/Teacher Trainings--Humancapitalrc.org (i3 site)

49. Videos of CPC elements are available at:http://bcove.me/v4asxi7y(profile of CPC at Parker School)http://www.youtube.com/watch?v=hxt2IORiZtg(Historical footage, 1970)

50. Feedback • Give us feedback and suggestions. • Sonja Griffin, i3 CPC implementation coordinator (sogriffin@cps.edu) • Arthur Reynolds, i3 Director (ajr@umn.edu) • Mallory Warner-Richter i3 Manager(mwr@umn.edu) • Erin Lease, i3 Assistant. Manager (elease@umn.edu) • Linda Hamburg, Erikson coordinator (lhamburg@erikson.edu)