rd Grade Program Molly Sullivan Chris Maxwell LINC Symposium Presentation April 18 2013 1 Agenda Project Overview Midwest CPC Expansion Linked to Chicago Longitudinal Study CPC Highlights ID: 745257
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Child-Parent Center Expansion, Preschool to 3rd Grade ProgramMolly SullivanChris Maxwell
LINC Symposium PresentationApril 18, 2013
1Slide2
AgendaProject OverviewMidwest CPC ExpansionLinked to Chicago Longitudinal StudyCPC HighlightsImplementation Review
Curriculum alignmentParent involvementProfessional development2Slide3
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.
3Slide4
PreK – 3rd Education Public funding for Full-Day education starting at age three, including:Voluntary, Full-Day PreK for three- and four-year-oldsRequired, Full-Day KindergartenAligned educational strategies within and across grades, including:Aligned standards, sequenced curriculum, instruction, and assessmentsWell-rounded curriculum, including literacy, math, arts, physical education, social and emotional learning and scienceRegular joint planning and shared professional development among all
PreK, Kindergarten, and 1st–3rd grade teachers and staffPrincipal leadership to support joint professional development and teacher collaboration around PreK-3rd curriculum and instructionFamily engagement focused on supporting what children learn in school and on promoting a Dual-Generation strategy
4Slide5
PK-3 Approaches Classification
Example
Case Management
Head Start & Transition P; Abecedarian Project
School Organizational
Small classes; PK-3 schools
Comprehensive Services
Child-Parent Centers
Instructional Reforms
Follow-Through
Single Practices
Full- Day K; Parent Involvement
5Slide6
Turn and TalkCPC 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?
6Slide7
CPC Model7Slide8
Key PrinciplesContinuityConsistency in learning environmentsOrganizationStaffing, leadership, services Instruction
Aligning curriculum, encouraging communication Family support services8Slide9
Core ElementsEffective 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
9Slide10
Child-Parent Center Structure10
Principal
Elementary School
Grades 1 to 3
School Facilitator
Head Teacher
Outreach
Services
Parent
Component
Curriculum
Component
Health
ServicesParentComponentCurriculumComponentSchool-WideServicesSchool-Community RepresentativeResource MobilizationHome VisitationParent ConferencesParent Resource TeacherParent Room ActivitiesClassroom VolunteeringSchool ActivitiesHome SupportLanguage FocusSmall Class SizesInservice TrainingHealth ScreeningNursing ServicesFree + Reduced- Price mealsParent Room ActivitiesClassroom VolunteeringSchool ActivitiesHome SupportReduced Class SizeTeacher AidesInstructional Materials Individualized InstructionInservice TrainingHealth ServicesSchool-Community RepresentativeFree + Reduced- Price mealsResource Mobilization
Age 3
To
Age 9
Child-Parent Center
Preschool/Kindergarten
(Wing or Building)
10Slide11
Impacts of CPC on ParentsInvolvement in school activities
Attitudes toward educationSatisfaction with child’s educationLower rates of substantiated reports, child maltreatment
Example: Weekly involvement in early childhood linked to 38% reduction in later grade retention (
Miedel
& Reynolds, 1999)Slide12
Effect Sizes, CPC Preschool (CLS)Outcome SD units
Cognitive composite, K 0.63 Grade 3 achievement 0.26Grade 6-8 achievement 0.29Remediation by Grade 8 -0.42Juvenile arrest -0.29
High school graduation 0.28
12Slide13
Questions?What questions do you have about the core elements of CPC?13Slide14
Midwest CPC Expansion14Slide15
CPC Partners Chicago, ILChicago Public SchoolsWoodlawn Children's Promise Community, Chicago, IL
Evanston, ILEvanston/Skokie District 65Child Care Center of EvanstonNormal, ILUnit 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-UpHuman Capital Research Collaborative, University of Minnesota: Lead Organization and Grantee 15Slide16
CPC Expansion: A SnapshotWHATA five year project to expand a proven PreK-3rd grade model and evaluate its impacts on children’s well-being.
WHOThe 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
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CPC Expansion Project Goals1. 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.
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Turn and TalkWhich 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?18Slide19
Paths of Success of CPC PK-3 ModelEarly Childhood Experience, Ages 3 to 4
Early School Achievement, Performance, & Adjustment
High School Graduation
_
School-Ready Proficiency
Language
Math
Social-emotional
Science
Health/Arts
K-3 services
Alignment
Small classes
Prof. development School continuityTimingDurationIntensityInstructionFamily servicesABC CPC program participation PreK 3rd
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School & Program ContextSlide20
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Remedial Education & Child Welfare
21Slide22
Major Refinements1. 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.
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Initial Implementation HighlightsFall 2012 – PreK Year23Slide24
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 sitesSlide25
CPC PreK Picture: 2012-201325
Minnesota
Illinois
Total
CPC
Pre-k
2012-2013
St. Paul
Virginia
Chicago
Normal
Evanston / Skokie
# Sites
61161226# Classrooms1036551295# Full-day 20
23
0
2
27
# Children
296
53
1655
85
227
2316
Note:
No. of children
based on fall 2012 data. Most classrooms were part-day.
13 of 26 sites offered full-day Pre-k.Slide26
Collaborative Leadership Team 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 1/8/13A leadership team run by the Head Teacher in collaboration with the Principal.
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Building CapacityHead Teachers provide support to staff and leadership through providing alignment and transitional servicesParent Resource Teachers provide principals with the opportunity to consider how to meet parent involvement requirementsParent Involvement is mandated in almost all public schools but is rarely accompanied by funding to meet the mandates27Slide28
Effective Learning Experiences: Class Sizes by DistrictDistrictAverage CPC Class size
Chicago14.9Saint Paul15.8
Normal
17.2
Virginia
17
Evanston
15
Required class size is maximum 17 children: minimum 2 adults.
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Effective Learning Experiences: Attendance RatesAttendance rates collected for Chicago and Normal, still being collected at other sitesFor Chicago, we examine chronic absence (≥10% absence)Normal attendance data for students that joined in August or September
DistrictAttendance
Rate
Chronic Absence
Chicago
Average
High
Low
Average
High
Low
90%
94%
84%41%65%21%29District
Average
Number of Absences
Minimum
Maximum
Normal-Unit
5
8.5
0
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Aligned CurriculumBalance 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 teams30Slide31
Balance of Instructional ActivitiesDistrict
Language/Literacy
Math
Science
Teacher-Directed
Child-Initiated
Teacher-Directed
Child-Initiated
Teacher-Directed
Child-Initiated
Chicago
56%
45%
54%
46%
51%
49%
Evanston
37%
63%
36%
64%
4%
93%
Normal
24%
76%
20%
80%
20%
80%
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Districts demonstrate a balance of teacher-directed and child-initiated activities across multiple domains. Slide32
Overview of Implementation of Parent Involvement Plan: Part 1Needs Assessment Conducted by PRTsParent Involvement Plan developed based on Needs AssessmentPRTs create monthly events calendars based on needs assessment32Slide33
Implementation of Parent Involvement Plan: Part 2PRTs document frequency and type of activities parents are engaged in through the monthly parent involvement logsEvery child has a family folderHome parent involvement surveyParent survey home and school parent involvement, frequency and by type33Slide34
Fall Parent Involvement Summary:Average % Parent ParticipationTo enhance the accuracy of our documentation of home parent involvement, home parent involvement surveys are being collected starting Jan. 2013.
Participation by hours/week
Participation by type
of involvement
2.5 hrs.
>1hr
<1hr
None
Home
School
Child development
Language, math, science
Career and
educationField and community Events33%25%25%
27%
51%
57%
28%
34%
25%
32%
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Professional DevelopmentSystem 35Slide36
CPC Professional Development SystemAdvance quality and alignment of PreK-3rd grade teachingPromote capacity of Head Teacher and CPC leadership team to support classroom practicesHelp build a PreK-3rd grade professional learning community
36Slide37
Professional Development ChallengesWhat do you see as the priority PD challenges for a PreK-3rd grade approach, exemplified by CPC?37Slide38
Research-Based PD PracticesFormal PD tightly aligned with coaching, feedback, and PLC workContinuity of PD over timePD matched to contextCollaborative professional learningOrganizational structures and support built into CPC model38Slide39
Overview of CPC PD SystemBlended PD Model: Online plus face-to-faceHigh Tech, Soft TouchConstructing aligned PreK-3rd PD System
PreK
Kindergarten
1
st
Grade
2
nd
Grade
3
rd
Grade
Year 4
Year 5
Year 3
Year 2
Year 1
Vertical Alignment
Leader
Preview
PD #1
CPC
LeaderApplica-tions
Online
Teacher
PD
#
1
On-Site
Leader
Coaching
Leader
Preview
PD #2
CPC
LeaderApplica-tions
Online
Teacher
PD
#
2
On-Site
Leader
Coaching
Leader
Preview
PD #
3
CPC
LeaderApplica-tions
Online
Teacher
PD
#
3
On-Site
Leader
Coaching
Leader
Preview
PD #
4
CPC
LeaderApplica-tions
Online
Teacher
PD
#
4
On-Site
Leader
Coaching
School YearSlide40
Features of Professional DevelopmentFour online PD modules per grade
Individualized options within modules: Intro plus 2 Learning LabsLeader and teacher resources
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Funding SupportU. S. Dept. of Education (i3)Greater Twin Cities United WayTarget CorporationMcKnight FoundationSaint Paul FoundationMinneapolis Foundation
Saint Paul Public SchoolsFor others, see humancapitalrc.org41Slide42
For more info:Guidelines & RequirementsCurriculum & parent involvement planningResearch and monitoringPD & Program modules
www.humancapitalrc.org/cpcMolly Sullivanmollys@umn.edu
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