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Child-Parent Center Expansion, Preschool to 3 rd Grade Program Molly Sullivan Chris Maxwell. LINC Symposium Presentation April 18, 2013. Agenda. Project Overview Midwest CPC Expansion Linked to Chicago Longitudinal Study CPC Highlights Implementation Review Curriculum alignment

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child parent center expansion preschool to 3 rd grade program molly sullivan chris maxwell

Child-Parent Center Expansion, Preschool to 3rd Grade ProgramMolly SullivanChris Maxwell

LINC Symposium Presentation

April 18, 2013

agenda
Agenda
  • Project Overview
    • Midwest CPC Expansion
    • Linked to Chicago Longitudinal Study
  • CPC Highlights
  • Implementation Review
    • Curriculum alignment
    • Parent involvement
    • Professional development
educational trends for young children preschool 3 rd grade
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.

prek 3 rd education
PreK – 3rd Education
  • Public funding for Full-Day education starting at age three, including:
    • Voluntary, Full-Day PreK for three- and four-year-olds
    • Required, Full-Day Kindergarten
  • Aligned educational strategies within and across grades, including:
    • Aligned standards, sequenced curriculum, instruction, and assessments
    • Well-rounded curriculum, including literacy, math, arts, physical education, social and emotional learning and science
    • Regular joint planning and shared professional development among all PreK, Kindergarten, and 1st–3rd grade teachers and staff
  • Principal leadership to support joint professional development and teacher collaboration around PreK-3rd curriculum and instruction
  • Family engagement focused on supporting what children learn in school and on promoting a Dual-Generation strategy
turn and talk
Turn and Talk
  • CPC 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?
key principles
Key Principles

Continuity

Consistency in learning environments

Organization

Staffing, leadership, services

Instruction

Aligning curriculum, encouraging communication

Family support services

core elements
Core Elements

Effective 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

child parent center structure
Child-Parent Center Structure

Child-Parent Center

Preschool/Kindergarten

(Wing or Building)

Elementary School

Grades 1 to 3

Principal

Head Teacher

School Facilitator

Outreach

Services

Parent

Component

Curriculum

Component

Health

Services

Parent

Component

Curriculum

Component

School-Wide

Services

Reduced Class Size

Teacher Aides

Instructional Materials

Individualized Instruction

Inservice Training

School-Community

Representative

Resource Mobilization

Home Visitation

Parent Conferences

Parent Resource Teacher

Parent Room Activities

Classroom Volunteering

School Activities

Home Support

Language Focus

Small Class Sizes

Inservice Training

Health Screening

Nursing Services

Free + Reduced-

Price meals

Parent Room Activities

Classroom Volunteering

School Activities

Home Support

Health Services

School-Community

Representative

Free + Reduced-

Price meals

Resource Mobilization

Age 3

To

Age 9

10

impacts of cpc on parents
Impacts of CPC on Parents

Involvement in school activities

Attitudes toward education

Satisfaction with child’s education

Lower rates of substantiated reports, child maltreatment

Example: Weekly involvement in early childhood linked to 38% reduction in later grade retention (Miedel & Reynolds, 1999)

effect sizes cpc preschool cls
Effect Sizes, CPC Preschool (CLS)

Outcome SD units

Cognitive composite, K 0.63

Grade 3 achievement 0.26

Grade 6-8 achievement 0.29

Remediation by Grade 8 -0.42

Juvenile arrest -0.29

High school graduation 0.28

questions
Questions?
  • What questions do you have about the core elements of CPC?
cpc partners
Chicago, IL

Chicago Public Schools

Woodlawn Children's Promise Community, Chicago, IL

Evanston, IL

Evanston/Skokie District 65

Child Care Center of Evanston

Normal, IL

Unit 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-Up

Human Capital Research Collaborative, University of Minnesota: Lead Organization and Grantee

CPC Partners
cpc expansion a snapshot
CPC Expansion: A Snapshot

WHAT

  • A five year project to expand a proven PreK-3rd grade model and evaluate its impacts on children’s well-being.

WHO

  • The 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
cpc expansion project goals
CPC Expansion Project Goals

1. 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.

turn and talk1
Turn and Talk
  • Which 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?
paths of success of cpc pk 3 model

Early School Achievement, Performance, & Adjustment

Early Childhood Experience, Ages 3 to 4

High School Graduation

Paths of Success of CPC PK-3 Model

CPC program participation

PreK 3rd

School & Program Context

C

B

School-Ready Proficiency

Language

Math

Social-emotional

Science

Health/Arts

A

_

Timing

Duration

Intensity

Instruction

Family services

K-3 services

Alignment

Small classes

Prof. development School continuity

major refinement s
Major Refinements

1. 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.

enrollment fall 2012
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 sites

collaborative leadership team
Collaborative Leadership Team

A leadership team run by the Head Teacher in collaboration with the Principal.

  • 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 1/8/13
building capacity
Building Capacity
  • Head Teachers provide support to staff and leadership through providing alignment and transitional services
  • Parent Resource Teachers provide principals with the opportunity to consider how to meet parent involvement requirements
    • Parent Involvement is mandated in almost all public schools but is rarely accompanied by funding to meet the mandates
effective learning experiences class sizes by district
Effective Learning Experiences: Class Sizes by District

Required class size is maximum 17 children: minimum 2 adults.

effective learning experiences attendance rates
Effective Learning Experiences: Attendance Rates
  • Attendance rates collected for Chicago and Normal, still being collected at other sites
  • For Chicago, we examine chronic absence (≥10% absence)
  • Normal attendance data for students that joined in August or September
aligned curriculum
Aligned Curriculum
  • Balance 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 teams
balance of instructional activities
Balance of Instructional Activities

Districts demonstrate a balance of teacher-directed and child-initiated activities across multiple domains.

overview of implementation of parent involvement plan part 1
Overview of Implementation of Parent Involvement Plan: Part 1
  • Needs Assessment Conducted by PRTs
  • Parent Involvement Plan developed based on Needs Assessment
  • PRTs create monthly events calendars based on needs assessment
implementation of parent involvement plan part 2
Implementation of Parent Involvement Plan: Part 2
  • PRTs document frequency and type of activities parents are engaged in through the monthly parent involvement logs
    • Every child has a family folder
  • Home parent involvement survey
  • Parent survey
    • home and school parent involvement, frequency and by type
fall parent involvement summary average parent participation
Fall Parent Involvement Summary:Average % Parent Participation

To enhance the accuracy of our documentation of home parent involvement,

home parent involvement surveys are being collected starting Jan. 2013.

cpc professional development system
CPC Professional Development System
  • Advance quality and alignment of PreK-3rd grade teaching
  • Promote capacity of Head Teacher and CPC leadership team to support classroom practices
  • Help build a PreK-3rd grade professional learning community
professional development challenges
Professional Development Challenges
  • What do you see as the priority PD challenges for a PreK-3rd grade approach, exemplified by CPC?
research based pd practices
Research-Based PD Practices
  • Formal PD tightly aligned with coaching, feedback, and PLC work
  • Continuity of PD over time
  • PD matched to context
  • Collaborative professional learning
  • Organizational structures and support built into CPC model
overview of cpc pd system

Leader

Preview

PD #4

Leader

Preview

PD #3

Leader Preview

PD #2

Leader Preview

PD #1

Online

Teacher

PD

#4

Online

Teacher

PD

#3

Online

Teacher

PD

#2

Online

Teacher

PD

#1

On-Site

Leader

Coaching

On-Site

Leader

Coaching

On-Site

Leader

Coaching

On-Site

Leader

Coaching

CPC LeaderApplica-tions

CPC LeaderApplica-tions

CPC LeaderApplica-tions

CPC LeaderApplica-tions

Overview of CPC PD System

Year 5

3rd Grade

  • Blended PD Model: Online plus face-to-face
    • High Tech, Soft Touch
  • Constructing aligned PreK-3rd PD System

Year 4

2nd Grade

Year 3

1st Grade

Vertical Alignment

Kindergarten

Year 2

Year 1

PreK

School Year

features of professional development
FeaturesofProfessionalDevelopment

Four online PD modules per grade

Individualized options within modules: Intro plus 2 Learning Labs

Leader and teacher resources

funding support
Funding Support

U. S. Dept. of Education (i3)

Greater Twin Cities United Way

Target Corporation

McKnight Foundation

Saint Paul Foundation

Minneapolis Foundation

Saint Paul Public Schools

For others, see humancapitalrc.org

for more info
For more info:

Guidelines & Requirements

Curriculum & parent involvement planning

Research and monitoring

PD & Program modules

www.humancapitalrc.org/cpc

Molly Sullivan

mollys@umn.edu