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-3 rd Grade Framework Kristie Kauerz, Ed.D. Research Assistant Professor University of Washington Minnesota Policy Forum on 3 rd Grade Reading Proficiency August 7, 2013 Identifying “the problem”
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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”
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 2
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).
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 3
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
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 4
What’s all this talk of
alignment?
Analogy for Alignment
Blocks Pop-Beads
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 5
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?
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 6
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
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 7
Cross-Sector Work
Governance
Strategic plans
Funding
Administrator Effectiveness
Exhibit visible leadership
Foster teamwork
Provide instructional leadership
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 8
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
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 9
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
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 10
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
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 11
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.
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 12
The Framework has a five-‐part semi-‐hierarchical or nested structure.
�
Evalua<on Approaches
� Self-‐
Assessment
� Indicators of Adult Changes
� Strategies
� “Bucket”
and Goal
�
Evalua<on Approaches
� Self-‐
Assessment
� Indicators
Early on, use it for strategic planning.
PLANNING
� “Bucket”
and Goal
� Strategies
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 13
�
Evalua<on Approaches
� Self-‐
Assessment
� Indicators
Once reforms are underway, check in on implementa<on.
� “Bucket”
and Goal
IMPLEMENTATION
� Strategies
�
Evalua<on Approaches
� Self-‐
Assessment
� Indicators
Use it to guide the tracking of progress and results.
� “Bucket”
and Goal
EVALUATION
� Strategies
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 14
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
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 15
What kind of change are you aiming for (short-‐ and long-‐term)?
1) Cross-‐sector
work
5) Learning
environment
2) Administrator effec<veness
4) Instruc<onal
tools
6) Data-‐driven improvement
7) Engaged families
8) Pathways and Con<nuity
3) Teacher
effec<veness
Incremental Comprehensive
4) Instruc<onal
tools
6) Data-‐driven improvement
3) Teacher
effec<veness
2) Administrator 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?
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 16
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!
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 17
�
Evalua<on Approaches
� 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
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 18
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.
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 19
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?
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 20
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!
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 21
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)
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 22
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
9/4/13
Source: Kauerz, K. (4 Sept 2013). Presenta<on to Minnesota's Summit for 3rd Grade Reading Proficiency. Roseville, MN. 23
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]