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P-3 Alignment Overarching Logic Model

P-3 Alignment Overarching Logic Model. Long-Term Outcomes. Short-to-Medium Term Outcomes. Activities. Outputs. Establish a Data Sharing System Conduct a Community Needs Assessment Map Services supporting child success Connect organizations and create cross-sector relationships

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P-3 Alignment Overarching Logic Model

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  1. P-3 Alignment Overarching Logic Model Long-Term Outcomes Short-to-Medium Term Outcomes Activities Outputs • Establish a Data Sharing System • Conduct a Community Needs Assessment • Map Services supporting child success • Connect organizations and create cross-sector relationships • Establish a Leadership Team • Engage in Administrative Professional Development • Establish a Professional Learning Community • Develop and implement student transition enhancements • Identify evidence-based curricula • Development of data sharing agreements and plans • Completion of, and regular updates to, community needs assessments and mapping of services • Collaborative leadership team and governance structure established • Number of curricula and strategies identified for ECE-K-3 alignment • Number and types of professional development opportunities for administrators and leadership • Implementation of transition enhancements • Use of OKA data, 3rd grade benchmarks, and other available data • Utilization of common student assessment measures base on state-initiatives (e.g., EL Hubs) • Alignment of standards between ECE and elementary education • Use of varied funding streams to further P-3 goals • Common goals, common curriculum and shared language • Increased cross-sector collaboration • Mechanisms and structures in place for sustained planning and collaboration between ECE and elementary schools • Replication of models in other communities • Data systems developed for continuous improvement • Shared resources • Results for children seen as a responsibility shared across early learning programs, grades K-3, families, and communities CSW Systems AE C&P • Participate in QRIS • Engage in Professional Development • Engage in Training • Develop cross-sector networking and professional development opportunities • Outreach to other professionals • Number of Prenatal-3 educators and service providers trained and involved in professional development • Number and type of shared PreK-3 learning opportunities for educators and service providers • Educators report increased knowledge and skills • Integrated professional development for ECE and PreK thru 3rd grade • Evidence that teachers use learned skills • Improved quality of teacher-child interactions • High quality instruction leading to children’s success • Instruction and content is systematically linked • Results for children seen as a responsibility shared across early learning programs, grades K-3, families, and communities TE Educator LE • Create a Calendar of Events/Activities • Establish a Resource Center • Hold Community Events • Hold Parenting Classes and Programs • Distribute Informational Media • Provide parent-school communication opportunities • Promote early kindergarten registration • Conduct home visits prior to Kindergarten • Number and type of events or programs for families • Number of parents attending events or programs • Number of educational materials and resources created to share with families • Number and type of family outreach materials distributed • Number and type of opportunities for parents to provide input or feedback to school • Higher percentage of families registering children early for kindergarten • Improved parental knowledge of early literacy , numeracy, and learning • Increased availability of family services • Increased parent participation in school activities • Parents feel welcome at school • Ongoing collaboration among families & education programs to support children’s learning from early childhood through elementary school • Parent engagement is recognized as a core instructional strategy • Increased parent involvement in the classroom and at the school Family FE • Plan for/deliver curricula and assessments • Plan for/conduct assessments/ screenings • Develop and implement a transition process or enhanced transition activities • Identify and implement strategies for increased access to services • Number of students that participated in enhanced transitions activities • Number of students receiving EI/ECSE services • Number of children receiving ECE • Number of referrals to available services and early education opportunities • Number of activities done to increase access to services and early education opportunities • Increased percentage of children assessed as school-ready at the beginning of kindergarten as measured by OKA • Increased use of available services for children birth through 3rd grade • Evidence-based programs are implemented as designed or intended • Decreased absenteeism • Increased percentage of students meeting reading and math benchmarks by third grade as measured by state assessments • Reduced achievement gap by third grade as measured by state assessments • More opportunities and pathways for children to access early education, especially for those most at-risk for school failure • Learning experiences build on past years and connected with those to come • Reduced ECSE services needed and intensity • Reduced rates of suspension and expulsion IT DDI Child C&P *There will be overlap in activities and outputs across levels.

  2. Systems-Level Logic Model Long-Term Outcomes Outputs Short-to-Medium Term Outcomes Activities • Common Outputs • Year 1 • Completion of community needs and resource assessments and mapping of services • Collaborative leadership team and governance structure established • Number and types of organizations involved and their roles • Number and type of activities aimed at team building • Use of OKA data, 3rdgrade benchmarks, and other available data for strategic planning • Year 2 • Regular updates to community needs and resource assessments and mapping of services • Implementation of Kindergarten transition enhancements • Implementation of transition enhancements for grades 1-3 • Number of evidence-based curricula identified • Number, attendance, and type of meetings aimed at cross-sector learning • Number and types of professional development opportunities for administrators and leadership • Number of strategies identified for ECE-K-3 alignment • Conduct Strategic Planning • Establish a Leadership Team • Conduct a Community Needs Assessment • Map Services supporting child success in Kindergarten thru 3rd grade • Connect organizations and create cross-sector relationships • Establish a Leadership Team • Engage in Administrative Professional Development • Establish a Professional Learning Community • Establish a Data Sharing System • Hire a Coordinator/Specialist • Develop and implement a Kindergarten transition process or enhanced transition activities • Develop and implement a process for grades 1-3 transition or enhanced transition activities • Identify evidence-based curricula based on CNA CSW • Utilization of common student assessment measures base on state-initiatives (e.g., EL Hubs) • Alignment of standards between ECE and elementary education • Use of varied funding streams to further P-3 goals • Common goals, common curriculum and shared language • Increased cross-sector collaboration • Mechanisms and structures in place for sustained planning and collaboration between ECE and elementary schools • Replication of models in other communities • Data systems developed for continuous improvement • Shared resources • Results for children seen as a responsibility shared across early learning programs, grades K-3, families, and communities Systems AE DDI C&P • Site-Specific Outputs • Year 1 • Hired Coordinator/Specialist • Year 2 • Development of data sharing agreements and plans • Number of evidence-based assessments or developmental screenings identified *There will be overlap in activities and outputs across levels.

  3. Educator-Level Logic Model Short-to-Medium Term Outcomes Long-Term Outcomes Outputs Activities • Common Outputs • Year 1 • Number of Prenatal-3 educators and service providers trained and/or involved in professional development • Number and type of shared PreK-3 learning opportunities for educators and service providers • Year 2 • Number of educators involved in PreK-3 professional development • Participate in QRIS • Engage in Training and/or Professional Development for 0-PreK • Engage in Training and/or Professional Development for K-3 • Develop cross-sector networking and professional development opportunities • Outreach to prenatal-PreK and K-3rd grade professionals about professional development activities • Educators report increased knowledge and skills • Integrated professional development for ECE and PreK thru 3rd grade • Evidence that teachers use skills learned from professional development in the classroom • Improved quality of teacher-child interactions TE • High quality instruction leading to children’s success • Instruction and content is systematically linked • Results for children seen as a responsibility shared across early learning programs, grades K-3, families, and communities Educator LE • Site-Specific Outputs • Year 2 • Number of educators involved in relationship-based professional development (e.g., coaching, mentoring) • Number of educators involved in professional development focused on teacher-child interactions *There will be overlap in activities and outputs across levels.

  4. Family-Level Logic Model Long-Term Outcomes Activities Outputs Short-to-Medium Term Outcomes • Common Outputs • Year 1 • Number of educational materials and resources created to share with families (presentations, pamphlets, etc.) • Number of school-based family events • Number and type of family outreach activities and materials (e.g., flyers) distributed • Number of parents attending events or programs • Number and type of opportunities for parents to provide input or feedback to school (e.g., parent survey) • Year 2 • Number and type of programs for families to support children’s learning, literacy, numeracy, or school success • Number of parents attending events or programs • Higher percentage of families registering children early for kindergarten • Improved parental knowledge of early literacy , numeracy, and learning • Increased availability of family services • Increased parent participation in school activities • Parents feel welcome at school • Create a Calendar of Events/Activities • Establish a Resource Center • Hold Community Events • Hold Parenting Classes and Programs • Distribute Informational Media • Provide parent-school communication opportunities • Promote early kindergarten registration • Ongoing collaboration among families & education programs to support children’s learning from early childhood through elementary school • Parent engagement recognized as a core instructional strategy • Increased parent involvement in the classroom and at the school Family FE • Site-Specific Outputs • Year 2 • Number of parents involved in PreK-3 leadership and their roles • Number of outreach activities to DLL families • Number of activities that promote early kindergarten registration *There will be overlap in activities and outputs across levels.

  5. Child-Level Logic Model Long-Term Outcomes Activities Outputs Short-to-Medium Term Outcomes • Common Outputs • Year 2 • Number of students that participated in evidence-based curricula/activities • Number of Kindergartners that participated in enhanced transition activities • Number of children receiving ECE • Number of children receiving EI/ECSE services • Number of referrals to available services and early education opportunities • Number of activities done to increase access to services and early education opportunities • Increased percentage of students meeting reading and math benchmarks by third grade as measured by state assessments • Reduced achievement gap by third grade as measured by state assessments • More opportunities and pathways for children to access early education, especially for those most at-risk for school failure • Learning experiences build on past years and connected with those to come • Reduced ECSE services needed and intensity • Reduced rates of suspension and expulsion • Plan for/deliver in evidence-based curricula • Plan for/conduct assessments • Plan for/conduct screenings • Develop and implement a Kindergarten transition process or enhanced transition activities • Develop and implement a process for grades 1-3 transition or enhanced transition activities • Conduct home visits prior to Kindergarten • Identify and implement strategies for increased access to needed services and early education for children birth thru age 8 IT • Increased percentage of children assessed as school-ready at the beginning of kindergarten as measured by OKA • Increased use of available services for children birth through 3rd grade • Evidence-based programs are implemented as designed or intended • Decreased absenteeism DDI Child C&P • Site-Specific Outputs • Year 2 • Number of children developmentally screened • Number of children that received home visits prior to Kindergarten • Number of students that participated in enhanced transition activities between grades 1-3 *There will be overlap in activities and outputs across levels.

  6. Abbreviations: • CSW = Cross-Sector Work • AE = Administrative Effectiveness • TE = Teacher Effectiveness • IT = Instructional Tools • LE = Learning Environment • DDI = Data-Driven Improvement • FE = Family Engagement • C&P = Continuity and Pathways • From Kauerz and Coffman (2013) Framework

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