PreK-3 EARLY SCHOOL SUCCESS - marinschools.org · 1111 Las Gallinas Ave., San Rafael, CA 94903 . . SMCSD NUSD SRCS SUSD . PreK-3 EARLY SCHOOL SUCCESS Promoting Early School Success

PreK-3 EARLY SCHOOL SUCCESS

Promoting Early School Success for All

Marin Community Foundation

Roles, Responsibilities and Practices

Content Appendix

Grant Summary p. 1 MCF PreK-3 Grant Conditions p. 34

Questions/Answers p. 4 PreK-3 Resources p. 36

Site Facilitator Roles/Responsibilities p. 7 PreK-3 Strategies That Work p. 38

Roles and Responsibilities p. 9 Framework for Planning, Implementing, Evaluating PreK-3 Approaches-Dr. Kristie Kauerz (on web)

Family Engagement Board Policy p. 12

Learning Walks p. 19

Instructional Rounds p. 21

Social Emotional Strategies p. 24

Equity Learning Walks p. 30

August 2018-20 Bonnie Barron, Grant Coordinator Marin County Office of Education

1111 Las Gallinas Ave., San Rafael, CA 94903 www.marinschools.org

SMCSD NUSD SUSD SRCS

http://jade.marinschools.org/PreK_3_ESS/Documents/Protocol%20Binder/PreK-3rd_Framework_Legal%20paper.pdf



PreK-3 EARLY SCHOOL SUCCESS Promoting Early School Success for All

1 11/7/2018

Grant Summary

In 2010, the Marin Community Foundation launched Closing the Achievement Gap Strategic Initiative, Early School Success in Marin County. 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. MCF extended the Early School Success grant. Currently, MCF has funded grants through 2020. 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 ESS Initiative is not only to address the achievement/opportunity gap, but also to ensure a successful pathway to college and other post-secondary opportunities are available for all students. Key elements of the ESS 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 development and supports alignment and common practice within the ESS grant elements. Practices include promoting full day kindergarten, developing family centers, implementing equitable practices 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 ESS Initiative focus is the First School Model using data to inform instructional practices through a Culture of Caring, Culture of Competence, and Culture of Excellence. Equity, Cultural Competence, School Climate, Alignment and Social/Emotional Learning will also continue to be a focus. Third grade predictors of success remain the main emphasis as listed below:

1) Oral Language Development 2) Vocabulary Development 3) Early Math Concepts 4) Collaboration 5) Scaffolded Instruction 6) Metacognition 7) Small Group Instruction

Research demonstrates that when these instructional strategies are well established in a safe, caring environment, students will succeed and be on the path to educational success.


2 11/7/2018

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”.

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 sites • 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

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

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


3 11/7/2018

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

• Cross District Learning Walks to Novato Unified, Venetia Valley, Tomales • PreK-3 Using Data to Inform Instruction and Data Plan Development-Kelli Leavell • 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, Dr. Nancy Dome Cultural Proficiency and Equity Learning Walks

• 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

and Oertwig • First School Summer Institute Year 2

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

Areas of focus for Years 9-10 2018-20 (Data Driven Decision Making and Use, Systems Change, Sustainability through First School Practices)

• Equity Data Plan Professional Development with Dr. Nancy Dome and Kelli Leavell • Cross District Learning Walks focused on First School Strategies, Equity Walks, Systems

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

Oertwig • First School Summer Institute New Participants Only • First School Strategies to Align PK, TK, K-Drs. Ritchie and Oertwig


4 11/7/2018

Questions and Answers

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

a) To improve academic performance and decrease opportunity gaps for socioeconomically disadvantaged students, English Language Learners, and students of color.

b) To focus on third grade predictors of success: small group instruction, collaboration, oral language, vocabulary development, scaffolded instruction, early math concepts, and metacognition

c) To create safe, caring, equitable school environments where all students are seen, heard, and have a sense of belonging

2. What are the components of the grant?

a) Shared Vision and Partnerships b) Positive school climate and cultural proficiency c) High quality teaching and learning d) Family Engagement e) Alignment of PreK–3 English Language Arts/Math standards, assessment, curriculum f) 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?

a) Accessing academic support services b) Extended learning opportunities, before and/or after school. c) Empowered students with developed voice d) Summer programs, tutoring e) Tailored academic support f) Counseling/social emotional support g) Culturally responsive learning environments

4. What are the services for parents?

a) Family Centers provide a variety of services, health, training, social, and nutritional support

b) Parent workshops and parent leadership opportunities 5. What are the expected student outcomes?

a) Parent Participation – 90% participation in school activities b) PreK child care – 90% PreK in quality childcare c) Academics –CAASPP Third Grade 60 – 75% meeting or exceeding standards d) Strengthen racial/cultural identity


5 11/7/2018

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%

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

School Principal E-mail contact

Bayside David Finnane [email protected]

Tomales Amanda Mattea

[email protected]

West Marin Chris Eckert [email protected]

Bahia Vista Cecilia Perez [email protected]

San Pedro Mimi Melodia [email protected]

Venetia Valley Juan Rodriguez [email protected]

Hamilton Steve Hospodar [email protected]

Loma Verde Tehniat Cheema [email protected]

Lu Sutton Jen Dudley [email protected]

Lynwood Melissa Diaz [email protected]

Rancho Angela Kriesler [email protected]

Pleasant Valley Dana Sadan [email protected]

San Ramon Amanda Langford [email protected]

Olive Elizabeth Sesma-Olinyk [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?

Marin County is in year 9 of implementation. MCF has funded the ESS initiative for two years, 2018-2020.

mailto:[email protected]










6 11/7/2018

10. What professional development is provided?

a) Data Framework, Analysis, and implementing effective Data Cycles b) Cross District Learning Walks for Systems Change and Equity, c) First School Summer Institute Professional Development, PK-TK-K Alignment, d) Facilitator training e) Equity and Critical Race Theory

Beginning in 2015-16, ESS began a partnership with First School. Dr. Sharon Ritchie and Dr. Sam Oertwig, provide training in data driven decision making through a Culture of Caring, Culture of Competence, and a Culture of Excellence. EduSnap data is collected 2x a year to provide support for teachers for Shoreline, Sausalito Marin City, and Novato Unified. EduSnap data provides feedback on classroom environment and curriculum and instructional strategies to maximize student engagement and hence student learning. Additionally, Kelli Leavell supports staff 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.


7 11/7/2018

Roles and Responsibilities

FACILITATOR

Facilitator Roles and Responsibilities The Early School Success (ESS) Initiative 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 Data-Equity action plan and to meet the grant requirements. Facilitators support the initiative through communication, coordinating meetings and events, attending Professional Development, collaborating with Principals, supporting the Design Team and other ESS committees, completion of MCF Proposal and Reports, and EduSnap Data scheduling, coordinating, and coaching. 1. Communication and Collaboration

a) Build trust between and among groups through on-going communication b) Have regular communication with the Design Team, ESS committees and Principal c) Provide announcements and reminders of meetings d) Outreach to partner agencies e) Support intervention for students f) Support and facilitate parent engagement g) Collaborate with Community Liaison to support Family Center h) Coordinate and facilitate PK/TK/K alignment meetings (3X year) i) Support transition meetings from PreK–K j) Promote alignment of curriculum, instruction, and assessment (e.g. EduSnap, CAASPP,

CLASS) 2. Interaction with Committees and Principal

a) Meet regularly with principal to plan for meetings, proposal development and reports b) Co-facilitate Design Team meetings with the principal c) Assist with the facilitation of ESS committee work d) Work with principal to develop committee meeting schedules and agendas e) Collect and document progress toward goals achieved and areas for ongoing

activities. 3. Meetings, Presentations, Reporting

a) Assist with the development of annual Board of Trustees presentations b) Distribute Design Team and other ESS committee meeting agendas and notes c) Assist with preparation of all MCF required reports for online reporting d) Ensure all stakeholders have access and input to the proposal and budget

development e) Meet regularly with Principal, PK Supervisor, and MCOE Coordinator to review P3 Project

Requirements (Site Support Visits)


8 11/7/2018

f) Provide site information to MCOE and MCF in the format and template 4. Professional Development

a) Recruit and encourage staff members to attend professional development b) Coordinate staff reporting out to the Design Team and at staff meetings following

professional development: FirstSchool, Cultural Proficiency Plan Development, Data Plan Development

c) Communicate Design Team requests for professional development to MCOE coordinator

d) Attend 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 assisting with 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. Facilitator documents and tracks on-going accomplishments.


9 11/7/2018

Roles and Responsibilities Design Team Members Roles and Responsibilities 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 committee 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 committee meetings 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 FirstSchool Summer Institute and Data and Equity Trainer of Trainers. TOT representatives from each school lead the development of the Equity-Data Plan and attend trainings, lead the implementation of plan, and ensure full staff input. Design Team roles include:

1. Professional Development Participation 2. Meeting attendance 3. Proposal and budget development 4. Committee work 5. Presentations

1. Professional Development Participation

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

2. Meeting Attendance and Proposal/Budget Development & Implementation

a) Assist with proposal development b) Serve on a committee(s) to implement action plan c) Align budget with committee 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


10 11/7/2018

3. Committee Work and Presentations

a) Determine committee responsibility based on the six elements b) Take action on committee work and report out 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


11 11/7/2018

Proposal Development and MCF Report Writing/Proposal Budget Development 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 and Facilitators collaborate 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 d. Submission of a formal proposal to MCF if carryover funds exceed 10% of the school allocation

Proposal Development with Design Team 1. Begin proposal development no later than December 2. Review accomplishments to date and determine which new and continuing activities

are needed for the next year 3. Assign budget allocations to meet student needs that are equitable based on services

provided 4. Review action plan proposal by element and prioritize budget allocations within the

current year budget allocation 5. 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 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 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


12 11/7/2018


Family Engagement Liaison/Community Liaison The PreK-3 Initiative focuses on six elements to promote early school success. One critical component is “family engagement.” Year 1 focused on family engagement through a 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. These Best Practice ideas can be used to guide the work of your Community Liasion.

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.


13 11/7/2018

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 • Ensure a welcoming school environment, Be present and visible before and after

school. • Offer school tours by bilingual speakers • Provide home visits • Develop personal connections between teachers and parents • Provide a designated space on campus for families to gather • Demonstrate appreciation for all levels of family involvement • Create inclusive and interactive school meetings

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

Affirming Inclusive Diverse Families • Learn and promote family customs, culture, and language • Find and share classroom resources that represent families • Provide translations at meetings and events • Ensure site volunteers represent the diversity of the school community • Provide translation for written communication • Provide information to families for ESL classes • Promote involvement by fathers. (Ex: Coordinate Watch DOGS)

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


14 11/7/2018

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. Implement an annual parent survey 6. Create family to family mentoring

Provide 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 Family Liaisons/Coordinators ensure the Family Center includes:

1. Welcoming climate 2. Leadership opportunities 3. Social services access 4. Education opportunities 5. Communication in English and Spanish 6. Technology support 7. Wellness support 8. Orientation for new families 9. Volunteer opportunities 10. Literacy workshops 11. School Readiness Information 12. School events calendar and inclusion 13. Homework support 14. After school offerings


15 11/7/2018


Superintendent/Principal 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 quarterly with Superintendents, MCF, and MCOE/Designee representatives. 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

1. Provide direction and support to District Designee/site principals regarding PreK – 3 grant implementations

2. Maintain open communication with MCF program manager and MCOE Coordinator

3. Ensure PreK–3 grant requirements are adhered to

4. Approve PreK–3 proposals and budget allocations

5. Provide time and space for Principals to report on progress and successes

6. Designate an ESS lead to support sites with ESS implementation

7. Collaborate with PK Directors in community

8. Attend at least one Design Team meeting per year/per school

1. Meet monthly with Facilitator and MCOE Coordinator

2. Meet monthly with MCOE Coordinator

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

4. Attend and participate in Professional Development opportunities

5. Support Equity, Data and First School (Social-Emotional) Committees

6. Maximize grant and other supplemental funding to provide services

7. Review achievement data with Design Team (e.g. CLASS, DRDP, GOLD, EduSnap, Common Assessments, SBAC, ELPAC)

8. Regularly update and involve full staff on PreK – 3 Initiative

9. Oversee grant implementation, accountability, and sustainability

10. Provide progress reports to Superintendent/Designee

11. Develop and present updates to the Design Team


16 11/7/2018

12. Develop and present updates to the Board of Trustees

13. Complete MCF reporting with input from Design Team and committees

14. Drive sustainability planning with Design Team and staff

15. Ensure staff participation in professional development

16. Attend Design Team meetings 17. Collaborate with the district’s Chief

Financial Officer regarding budget allocations

18. Agree to implement Grant Conditions


17 11/7/2018


MCOE Coordinator 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 The responsibility includes the following:

1. Weekly communication 2. Monthly site visits 3. Support for proposal/budget development/support for all MCF reporting 4. Provide data review of required assessments (e.g. SBAC, EduSnap, CLASS, DRDP, GOLD,

Common Assessment TK-2) 5. Coordinate professional development 6. Hold monthly meetings to ensure initiative cohesion

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) Support Principals and Facilitators with grant goal(s) implementation d) Review progress toward intended goals e) Clarify MCF reporting and respond to questions f) Support development of Design team agenda 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 CAASPP, DESSA

a) Provide longitudinal data regarding progress toward intended goals b) Provide data on ELPAC groupings to monitor EL students’ progress


18 11/7/2018

4. Coordinate Professional Development

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


19 11/7/2018

Learning Walks

Learning Walks/Peer Observation Model

• 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.

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. Instructional Rounds-Dr. Richard Elmore 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. 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.


20 11/7/2018

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.


21 11/7/2018

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


22 11/7/2018

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


23 11/7/2018

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.


24 11/7/2018

Social Emotional Strategies that Work

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. 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; 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.

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 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


25 11/7/2018

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


26 11/7/2018

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


27 11/7/2018

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


28 11/7/2018

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 (What does it look like? What does it sound like?)


29 11/7/2018

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


30 11/7/2018

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


31 11/7/2018

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


32 11/7/2018

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


33 11/7/2018

Appendix

1. PreK-3 Grant Conditions

2. Resources

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


34 11/7/2018

GRANT CONDITIONS District/Site P3 Grant Conditions – ESS Initiative

Grant Condition Y/N Explanation of No 1. ESS 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. ESS vision is incorporated into the District Strategic Plan

3. ESS vision is incorporated into the PTA/ELAC/SSC 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 (Youth Truth)

6. Classroom observations are conducted at least 2x per school year by the administrator or same grade teacher at each site

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

8. PreK-K teacher meetings are held to build relationships, discuss and align instructional practice at each site at last quarterly

9. Assessments across ESS are reviewed to inform instructional practice at each site (DRDP, GOLD, CLASS, ESS Common Assessments, CAASPP, ELPAC, Local Assessment Data)

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

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

12. Families receive data in various forms: written, verbal, web-based, phone calls

13. Families have access to data about their child, their classroom, and their school

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


35 11/7/2018

15. Identify and Partner with Community Based

organizations providing direct support to students and parents

16. Identify challenges and potential resolutions

17. Report Progress toward Full Day Kinder

18. District agrees to partner and collaborate with local PK Directors

19. District agrees to designate a ESS lead to support sites and coordinate with countywide activities

20. Site agree to email copies of their school surveys to MCOE for Submission to MCF

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

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

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

24. Report on any MCF metrics not met

A. Grant Conditions

1. 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. Carryover – spent consistently with six elements in targeted schools/districts c. Each district/MCOE make own decision on indirect costs


36 11/7/2018

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

Culturally Responsive Teaching and The Brain

Zaretta Hammond

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

http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/building-the-future-of-family-involvement/beyond-the-bake-sale-how-school-districts-can-promote-family-involvement

http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

http://www.educareschools.org/results/hart-risley.php

http://www.cde.ca.gov/re/cc/

http://www.cehd.umn.edu/CEED/publications/manuals/meltresourcehandbook2005.pdf

http://www.cehd.umn.edu/CEED/publications/manuals/meltresourcehandbook2005.pdf

http://firstschool.fpg.unc.edu/

http://depts.washington.edu/pthru3/framework.html




37 11/7/2018

Integrating Math into Early Childhood Classrooms

STEM Games

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

http://www.uni.edu/ceestem/games

http://www.uni.edu/ceestem/games

http://www.uni.edu/ceestem/

http://www.platonicsolids.info/focal_points_by_grade.pdf

http://www.platonicsolids.info/focal_points_by_grade.pdf

http://fcd-us.org/

http://fcd-us.org/

http://www.jcpsr.umich.edu/Pre%20K3rd/

http://www.rec.ohio.org/


38 11/7/2018

Strategies That Work Vision There is a shared vision and accountability among preschools, public schools, parents and communities for success for all students.

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/SSC mission statements

An action plan to build P3 ESS 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.

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 and communities such as: Pre K – K teacher meetings to align programs and improve transitions; Pre K – 3 classroom observation opportunities.


39 11/7/2018

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


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

Implement a research based social-emotional learning program

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

Ensure quality culture and language specialists are in place

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

Celebrate cultural differences; 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

Provide counseling for academics, social- emotional support

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.


40 11/7/2018

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


Have it - but needs work

Not Happening

Don’t know or

have questions

School climate surveys are completed annually, and results reported to MCF/LFA (Youth Truth)

Develop collectivist ways throughout all interactions, throughout the school environment, day to day and at all events


41 11/7/2018

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

Provide rigorous daily direct instruction in academic language and a designated instructional period for identified English Learners; 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 before, during and after school learning opportunities to maximize learning for targeted students to enhance literacy and math

Provide intentional, purposeful vocabulary development and oral language opportunities throughout the day

Provide effective professional development Establish rigor, benchmarks, and expected outcomes for each grade level

Ensure administrators have frequent and meaningful classroom learning walks based on an expected performance

Provide common grade level PLC planning time to plan instruction based on analyzed data and student work

Implement Pass the Baton for transitioning students between grade levels

PreK-K teacher meetings/PLC are held regularly to collaborate and align best practice in


42 11/7/2018

instruction, environment, and social emotional development


Have it - but needs work

Not Happening

Don’t know or have questions

Establish a collaborative team to determine quality intervention based on data analysis

Provide PreK-3 Summer Bridge/Jump Start or other summer opportunities for targeted students

Ensure common instructional materials and assessments are aligned PreK-3 (ELA, Math and social emotional learning)

Implement frequent/formative assessment and data analysis to inform and tailor instruction

Provide support from a literacy coach

Provide horizontal and vertical teacher instructional planning opportunities to enhance learning

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


43 11/7/2018

Strategies That Work Alignment High quality Early Childhood Programs are aligned and set high expectations for all children.


Have it - but needs

work

Not Happening

Don’t know or

have questions

Provide comprehensive and aligned PreK-3 curriculum, standards, instruction and assessment

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 (Learning Targets)

Provide quality professional development

Monitor implementation for PreK-3 strategies and approaches

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

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

Ensure alignment between PreK and K

Create calendar of 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.


44 11/7/2018

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.


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 Community Liaisons 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 after school and/or 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 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


45 11/7/2018

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


46 11/7/2018

Strategies That Work Extended Learning All targeted students are in a structured extended day learning environment and evidence of growth is indicated.


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 ESS 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

Offer 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


47 11/7/2018

PreK-3 Framework for Planning, Implementing, Evaluating PreK-3

Approaches

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