Child-Parent Center Expansion, Preschool to 3 rd Grade Program Molly Sullivan Chris Maxwell LINC Symposium Presentation April 18,

Agenda Project OverviewProject Overview Midwest CPC ExpansionMidwest CPC Expansion Linked to Chicago Longitudinal StudyLinked to Chicago Longitudinal Study CPC HighlightsCPC Highlights Implementation ReviewImplementation Review Curriculum alignmentCurriculum alignment Parent involvementParent involvement Professional developmentProfessional development 2

Educational Trends for Young Children (Preschool – 3 rd 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. 3

PreK – 3 rd Education  Public funding for Full-Day education starting at age three, including: Voluntary, Full-Day PreK for three- and four-year-olds Voluntary, Full-Day PreK for three- and four-year-olds Required, Full-Day Kindergarten Required, Full-Day Kindergarten  Aligned educational strategies within and across grades, including: Aligned standards, sequenced curriculum, instruction, and assessments Aligned standards, sequenced curriculum, instruction, and assessments Well-rounded curriculum, including literacy, math, arts, physical education, social and emotional learning and science 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 1 st –3 rd grade teachers and staff Regular joint planning and shared professional development among all PreK, Kindergarten, and 1 st –3 rd grade teachers and staff  Principal leadership to support joint professional development and teacher collaboration around PreK-3 rd curriculum and instruction  Family engagement focused on supporting what children learn in school and on promoting a Dual-Generation strategy 4

PK-3 Approaches ClassificationExample Case ManagementHead Start & Transition P; Abecedarian Project School OrganizationalSmall classes; PK-3 schools Comprehensive Services Child-Parent Centers Instructional ReformsFollow-Through Single PracticesFull- Day K; Parent Involvement 5

Turn and Talk  CPC is a PreK-3 rd grade program. What do you think about the effectiveness of the PreK-3 rd approach as a strategy for improving educational outcomes? What do you think about the effectiveness of the PreK-3 rd approach as a strategy for improving educational outcomes? 6

CPC Model 7

Key Principles  Continuity Consistency in learning environments Consistency in learning environments  Organization Staffing, leadership, services Staffing, leadership, services  Instruction Aligning curriculum, encouraging communication Aligning curriculum, encouraging communication  Family support services 8

Core Elements Effective LearningClass size, Length, Balance Collab. LeadershipHT, PRT, SCR with Principal Curric. AlignmentEndorsed plans, integration Parent InvolvementMenu-based system Continuity & StabilityHigh rate program stability Prof. DevelopmentModules, On-line, Facilitation 9

Child-Parent Center Structure 10 Principal Elementary School Grades 1 to 3 Elementary School Grades 1 to 3 School Facilitator Head Teacher Outreach Services Outreach Services Parent Component Parent Component Curriculum Component Curriculum Component Health Services Health Services Parent Component Parent Component Curriculum Component Curriculum Component School-Wide Services School-Wide Services 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 Reduced Class Size Teacher Aides Instructional Materials Individualized Instruction Inservice Training Health Services School-Community Representative Free + Reduced- Price meals Resource Mobilization Age 3 To Age 9 Child-Parent Center Preschool/Kindergarten (Wing or Building) Child-Parent Center Preschool/Kindergarten (Wing or Building) 10

Impacts of CPC on Parents 1. Involvement in school activities 2. Attitudes toward education 3. Satisfaction with child’s education 4. 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) OutcomeSD units Cognitive composite, K0.63 Grade 3 achievement0.26 Grade 6-8 achievement0.29 Remediation by Grade Juvenile arrest-0.29 High school graduation

Questions?  What questions do you have about the core elements of CPC? 13

Midwest CPC Expansion 14

CPC Partners Chicago, IL Chicago Public Schools Chicago Public Schools Woodlawn Children's Promise Community, Chicago, IL Woodlawn Children's Promise Community, Chicago, IL Evanston, IL Evanston/Skokie District 65 Evanston/Skokie District 65 Child Care Center of Evanston Child Care Center of Evanston Normal, IL Unit 5 Unit 5 Virginia, MN Arrowhead Head Start Arrowhead Head Start Virginia, MN Public Schools Virginia, MN Public Schools St. Paul, MN St. Paul Public Schools St. Paul Public Schools Bethel King Child Development Center Bethel King Child Development Center Saint Paul Promise Neighborhood 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 15

CPC Expansion: A Snapshot WHAT A five year project to expand a proven PreK-3 rd grade model and evaluate its impacts on children’s well-being. A five year project to expand a proven PreK-3 rd grade model and evaluate its impacts on children’s well-being.WHO The Pre-K cohort includes a partnership of five school districts and nine educational organizations The Pre-K cohort includes a partnership of five school districts and nine educational organizations Additional Expansion sites will be announced in 2013 and beyond. 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 To improve children’s school success and increase parent involvement in education and the community Develop a sustainability and scale-up plan Develop a sustainability and scale-up plan 16

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. 17

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? 18

Paths of Success of CPC PK-3 Model Early 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 continuity Timing Duration Intensity Instruction Family services A B C CPC program participation PreK3 rd 19 School & Program Context

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Remedial Education & Child Welfar e Remedial Education & Child Welfar e 21

Major Refinement s 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. 22

Initial Implementation Highlights Fall 2012 – PreK Year 23

Enrollment, Fall ,316 children in 26 preschool sites (plus 7 K-3 partner sites) 2,316 children in 26 preschool sites (plus 7 K-3 partner sites) 1,664 are 4-year-olds 652 are 3-year-olds 652 are 3-year-olds 1,967 in 19 Illinois sites 349 in 7 Minnesota sites 349 in 7 Minnesota sites

CPC PreK Picture: MinnesotaIllinois Total CPC Pre-k St. PaulVirginiaChicagoNormal Evanston / Skokie # Sites # Classrooms # Full-day # Children Note: No. of children based on fall 2012 data. Most classrooms were part-day. 13 of 26 sites offered full-day Pre-k.

Collaborative Leadership Team Principal Head Teacher Parent Resource Teacher School- Community Rep 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 A leadership team run by the Head Teacher in collaboration with the Principal. 26

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 Parent Involvement is mandated in almost all public schools but is rarely accompanied by funding to meet the mandates 27

Effective Learning Experiences: Class Sizes by District DistrictAverage CPC Class size Chicago14.9 Saint Paul15.8 Normal17.2 Virginia17 Evanston15 Required class size is maximum 17 children: minimum 2 adults. 28

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 DistrictAttendance RateChronic Absence ChicagoAverageHighLowAverageHighLow 90%94%84%41%65%21% 29 DistrictAverage Number of Absences MinimumMaximum Normal-Unit

Aligned Curriculum Balance and integrate content areas and types of learning outcomes (e.g., skills, higher-order thinking) 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 Align curricula, teaching methods, and assessments horizontally and vertically Establish site-level instructional teams Establish site-level instructional teams 30

Balance of Instructional Activities DistrictLanguage/Literacy MathScience Teacher- Directed Child- Initiated Teacher- Directed Child- Initiated Teacher- Directed Child- Initiated Chicago56%45%54%46%51%49% Evanston37%63%36%64%4%93% Normal24%76%20%80%20%80% 31 Districts demonstrate a balance of teacher-directed and child-initiated activities across multiple domains.

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 32

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 Every child has a family folder  Home parent involvement survey  Parent survey home and school parent involvement, frequency and by type home and school parent involvement, frequency and by type 33

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 Participation by hours/week Participation by type of involvement 2.5 hrs. >1hr<1hrNoneHomeSchoolChild development Language, math, science Career and education Field and community Events 33%25% 27%51%57%28%34%25%32% 34

Professional Development System 35

CPC Professional Development System Advance quality and alignment of PreK-3 rd grade teaching Advance quality and alignment of PreK-3 rd grade teaching Promote capacity of Head Teacher and CPC leadership team to support classroom practices Promote capacity of Head Teacher and CPC leadership team to support classroom practices Help build a PreK-3 rd grade professional learning community Help build a PreK-3 rd grade professional learning community 36

Professional Development Challenges  What do you see as the priority PD challenges for a PreK-3 rd grade approach, exemplified by CPC? 37

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 38

Overview of CPC PD System  Blended PD Model: Online plus face-to-face High Tech, Soft Touch High Tech, Soft Touch  Constructing aligned PreK-3 rd 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 Leader Applica- tions Online Teacher PD #1 On-Site Leader Coaching Leader Preview PD #2 CPC Leader Applica- tions Online Teacher PD #2 On-Site Leader Coaching Leader Preview PD #3 CPC Leader Applica- tions Online Teacher PD #3 On-Site Leader Coaching Leader Preview PD #4 CPC Leader Applica- tions Online Teacher PD #4 On-Site Leader Coaching School Year

Features of Professional Development Four online PD modules per grade Individualized options within modules: Intro plus 2 Learning Labs Leader and teacher resources 40

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 41

For more info: Guidelines & Requirements Curriculum & parent involvement planning Research and monitoring PD & Program modules Molly Sullivan 42