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Administration (Education Leaders) Building a Strong PreK-3 System : What is my role?

Administration (Education Leaders) Building a Strong PreK-3 System : What is my role? . INFORMATION FROM PRINCIPAL AND LEADERSHIP INSTITUTES, MAKING A DIFFERENCE INC. LINDA SULLIVAN-DUDZIC, TDUDZIC@MSN.COM DONNA GEARNS & KELLI LEAVELL . Building a System of Support .

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Administration (Education Leaders) Building a Strong PreK-3 System : What is my role?

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  1. Administration (Education Leaders) Building a Strong PreK-3 System : What is my role? INFORMATION FROM PRINCIPAL AND LEADERSHIP INSTITUTES, MAKING A DIFFERENCE INC. LINDA SULLIVAN-DUDZIC, TDUDZIC@MSN.COM DONNA GEARNS & KELLI LEAVELL

  2. Building a System of Support

  3. PK-3 Inventory Strengths Making a Difference Consulting Inc. (360) 394-4422 tdudzic@msn.com Linda Sullivan-Dudzic, Donna K. Gearns, Kelli Leavell

  4. Looking deeper at your own PreK-3 System. Key Components of a PreK-3 System • Alignment • Effective systems and school organization • Highly qualified staff and administration • Engaging and well-rounded learning environments that support the needs of the whole child Based on information in Graves, B. (2006). PK-3: What Is It and How Do We Know It Works? . New York: Foundation for Child Development.

  5. Examples

  6. Reduction In Title I & Special Education Services Reallocating Resources as you go. . . .

  7. Shared Resources at State and Local Level Kitsap Mental Health Head Start and Title I RFPs for in-school Title II Private and nonprofit CSIP Plans

  8. State and Regional • Support statewide and regional PreK-3 efforts: take to scale • Provide a framework for quality PreK-3 instruction • Inventory existing school district efforts, strength based planning and next steps • Provide the leadership and PD (based on the information listed below) that school districts want and need, to do this work Making a Difference Inc. Principal and Leadership Institutes

  9. Superintendent and Central Office • Recognizing the work and making PreK-3 part of the district’s strategic plan to increase student achievement. Assistance provided with the following:  • Strategic planning for school and district turn around • Maximizing resources and eliminating redundancies • Mixed funding model • Including your community agencies and resources • School Board professional development and policy implications Making a Difference Inc. Principal and Leadership Institutes

  10. Alignment Considerations State, District and School Planning Sullivan-Dudzic, L., Gearns, D., & Leavell, K. (2010). Making a Difference Consulting Inc.

  11. What have we learned at the national level?

  12. *What does it take to do this work at the State, District and School Level ? Title I Report February 2011 from synthesis of implementation research literature, NIRN www.fpg.unc.edu/-nirm • Leadership at all Levels • Staff selection • Pre-service/in-service training • Consultation and coaching • Staff evaluation • Program evaluation • Facilitative administrative supports • Systems Intervention

  13. Professional Development that Buildsa Strong System of Support

  14. Principal & Leader PreK-3 Institutes TOT

  15. Principals and Instructional Leaders Develop expertise in and lead the implementation of the critical components of a quality PreK-3 system. Making a Difference Inc. Principal and Leadership Institutes

  16. Beyond Space Jill Brenner, Kitsap Community Resources Head Start/ECEAP

  17. PreK-3 PART OF YOUR SCHOOL AND OR DISTRICT COMPREHENSIVE SCHOOL IMPROVEMENT PLAN (CSIP)

  18. How to use for CSIP planning

  19. Getting Deeper into Instruction

  20. “In far too many schools, at-risk kindergarteners and Ist graders received no expert additional instruction.” • Using Paraprofessionals (“Paraprofessional assistance never accelerates reading progress enough to remove the struggling reader label” ) • Using Computer-Based Instructional Programs • “Overreliance on the core curriculum” –study on Reading First (Connor, 2009) What At-Risk Readers Need, Richard L. Allington, Educational Leadership/March 2011

  21. Teachers and Support Personnel What it takes to increase student achievement PreK-3 Making a Difference Inc. Principal and Leadership Institutes

  22. Example: PreK-3 Learning WalksTeaching Teachers to Problem Solve

  23. Colleges and Universities • Coursework and practicum experience specific to early childhood (PreK-3) for initial certificate and renewal • PreK-3 coursework for Principal credentials, project managers credentials and renewed administrative credentials Making a Difference Inc. Principal and Leadership Institutes

  24. Celebrate and Publicize Your Success! • Share the credit and acknowledge small efforts • Public events to promote and encourage PreK-3 efforts • Continue to learn from each other Making a Difference Inc. tdudzic@msn.com

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