The PreK-3 Grade Framework - PreK-3rd Grade in Minnesotamnprek-3.wdfiles.com/local--files/professional-development/Kauerz... · The PreK-3rd Grade Framework Kristie Kauerz, Ed.D

9/4/13

Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 1

Commonality, Consistency, and Continuity: The PreK-3rd Grade Framework

Kristie Kauerz, Ed.D. Research Assistant Professor

University of Washington

Minnesota Policy Forum on 3rd Grade Reading Proficiency August 7, 2013

Identifying “the problem”

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Ability to Change Brains and Behaviors Decreases Over Time

Source: Center on the Developing Child, Harvard University

Growth of Achievement Gaps As Children Age

0

0.25

0.5

0.75

1

1.25

1.5

White vs. Black White vs. Hispanic

High vs. Low SES

Ga

p in

Sta

nda

rd D

evi

atio

n U

nits

Age 2

Age 4

K Entry

1st Grade

5th Grade

Source: Snyder (2010) and Duncan & Magnuson (2011).

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Constructing solutions

Across

With

in

P-3 Improves Each Grade Level and Aligns Across Grade Levels

With

in

With

in

With

in

With

in

0-3 FDK 1st

Grade 2nd

Grade 3rd

Grade PreK

With

in

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What’s all this talk of

alignment?

Analogy for Alignment

Blocks Pop-Beads

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Who Needs Consistency, Commonality, and Continuity?

ì  Children

ì  Families

ì  Adults who work with children and families

ì  Systems

ì And what, exactly, are we supposed to align?

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Framework for Planning, Implemen<ng, and Evalua<ng PreK-‐3rd Grade Approaches

Framework for Planning, Implemen<ng, and

Evalua<ng PreK-‐3rd Grade Approaches

•  Co-‐funded by Founda<on for Child Development; W.K. Kellogg Founda<on; Bill & Melinda Gates Founda<on; and W. Clement and Jessie V. Stone Founda<on

•  Co-‐developed with Julia Coffman at the Center for Evalua<on Innova<on

•  Based on promising field-‐based prac<ces, extensive literature review, broad pilo<ng across country, and expert review

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Cross-Sector Work

Governance

Strategic plans

Funding

Administrator Effectiveness

Exhibit visible leadership

Foster teamwork

Provide instructional leadership

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Teacher Effectiveness

Focus on instruction

Make practice visible

Work as teams, horizontally and vertically

Instructional Tools

Aligned standards

Balanced, developmental, and common curricula

Comprehensive assessment system

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Learning Environment

Culturally inclusive

Promotes relationships

Equipped to support diverse learners

Data-driven Improvement

Child-based data used to identify and focus on achievement gaps

Other data markers used to identify targets and to re-align resources

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Engaged Families Priority for all school- and program-based staff

Two-way communication

Shared leadership and decision-making

Continuity and Pathways

Expanded and extended access

Focus on the continuum provided to each child

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Cross-Sector Work

Administrators

Teachers

Instructional Tools

Learning Environment

Data-Driven Improvement

Family Engagement

Continuity and Pathways

Comprehensive P-3

Approach

The Framework is a comprehensive guide for how PreK-‐3rd reforms look in prac<ce.

It can guide reforms before, during, and acer they are in place.

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The Framework has a five-‐part semi-‐hierarchical or nested structure.

�

Evalua<on Approaches

� Self-‐

Assessment

� Indicators of Adult Changes

� Strategies

� “Bucket”

and Goal

�


� Self-‐

Assessment

� Indicators

Early on, use it for strategic planning.

PLANNING

� “Bucket”

and Goal

� Strategies

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�


� Self-‐

Assessment

� Indicators

Once reforms are underway, check in on implementa<on.

� “Bucket”

and Goal

IMPLEMENTATION

� Strategies

�


� Self-‐

Assessment

� Indicators

Use it to guide the tracking of progress and results.

� “Bucket”

and Goal

EVALUATION

� Strategies

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Planning a PreK-‐3rd Grade Approach

On which buckets and strategies are you focusing? More importantly, why?

1) Cross-‐sector

work

5) Learning

environment

2) Administrator effec<veness

4) Instruc<onal

tools

3) Teacher

effec<veness

6) Data-‐driven improvement

7) Engaged families

8) Pathways

and Con<nuity

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What kind of change are you aiming for (short-‐ and long-‐term)?

1) Cross-‐sector

work

5) Learning

environment


4) Instruc<onal

tools


7) Engaged families

8) Pathways and Con<nuity

3) Teacher

effec<veness

Incremental Comprehensive

4) Instruc<onal

tools


3) Teacher

effec<veness


DEMAND Where is there interest and willingness to act?

NEED Where are the needs

greatest?

Why did you choose those focus areas?

OPPORTUNITY Where are there

resources or capacity?

MOMENTUM Where are there ini<al

“easy” wins?

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Implemen<ng a PreK-‐3rd Grade Approach

For PreK-‐3rd ac<vi<es that have been iden<fied as “best prac<ce” or “evidence-‐based”, realizing their full benefits requires that

they be implemented as designed or intended.

fidelity!

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�


� Self-‐

Assessment

� Indicators

The research-‐based framework guides the details.

� “Bucket”

and Goal

IMPLEMENTATION

� Strategies

PreK-‐3rd reforms require people to act in different ways.

PreK-‐3rd Actors

District Leaders

Principals

Teachers

Site Administrators

Families

Community Leaders

CHILD-‐LEVEL

IMPACTS

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1.  Develop strong founda<onal cogni<ve skills (literacy/communica<on and math).

2.  Develop social and emo<onal competence.

3.  Establish palerns of engagement in school and learning.

Ul<mate P-‐3 Outcomes (Child)

•  Changed behaviors, skills, knowledge •  Improved prac<ce in classrooms •  Increased collabora<on – Decreased co-‐blabora<on

•  Integra<on of alignment principles into prac<ce

•  And more….

Intermediate Outcomes (Adult Indicators)

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Check the comprehensiveness and clarity of your PreK-‐3rd reforms.

Are you targe<ng all of the relevant ac<vi<es and actors for each focus area?

Are actors clear about what they should be doing or doing differently?

Check the alignment of your reforms.

Are ac<vi<es horizontally aligned so actors within age/grade levels are doing the same things or going in the same direc<on?

Are actors’ ac<vi<es ver<cally aligned across the PreK-‐3rd con<nuum so they work together across age/grade levels?

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Evalua<ng a PreK-‐3rd Grade Approach

Evalua<on should be built in from the beginning.

What results do you expect to see?

How are you going to know that you’re geong there (or not)?

results!

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Wrap-Up and Closing Thoughts

Why we need more consistency and continuity

ì  0-5 and K-12 are different galaxies (L. Wing) ì  Lack of shared vocabulary

ì  Lack of trust/understanding

ì  We are accustomed to our Cylinders of Excellence

ì  The Undisciplined Pursuit of More (G. McKeown)

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Framework Reminders

ì  This is a tool, not a template.

ì  The goals/strategies are comprehensive.

ì  Indicators and evaluation metrics are not comprehensive.

ì  Use it to identify where you are, where you might want to go…then set it down and engage in deep discussions and partnerships to identify next steps.

Across

With

in

P-3 Improves Each Grade Level and Aligns Across Grade Levels

With

in

With

in

With

in

With

in

0-3 FDK 1st

Grade 2nd

Grade 3rd

Grade PreK

With

in

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Always keep children at the center of our pop-bead thinking.

ì Contact Information

Kristie Kauerz, Ed.D. Research Assistant Professor, P-3 Education College of Education, University of Washington Ph: 206.221.3893 [email protected]

Documents

The PreK-3 Grade Framework - PreK-3rd Grade in Minnesotamnprek-3.wdfiles.com/local--files/professional-development/Kauerz... · The PreK-3rd Grade Framework Kristie Kauerz, Ed.D