1. An Innovative Public School and Universal Pre-K Partnership

2. Agenda Housekeeping Introduce partners Roles Common needs Overview of presentation History Model Create your own plan Inventory needs and resources

3. Partnership Model Background of Partners Common needs Pooled resources Four Pillars of Successful Instruction Leadership Assessment and data use Instructional programs/strategies Aligned professional development Implementation plan

4. Our Story COI: Partner with Dunkirk since 1995 Provider of Universal Pre-K to Dunkirk since 2003 Dunkirk & COI meeting in 2006 Increased focus on child outcomes Alignment with NYS Standards Gaps in existing curriculum Lack of measurement tools Early Reading First (ERF) focus

12. Head Start: Early Reading First Apply Four Pillars to Early Childhood Leadership Creation of teams Instructional Programs and Strategies Curriculum Selection Assessments and Data Use Select or develop measures for 8 domains Aligned Professional Development Reading Academy Summer Institute

13. Measure and Track Progress Progress monitoring database at K-5 Extend design downward into PK Select/Create measures per HS domain Create PK student tables Create data entry and review screens Create scannable forms Determine benchmarking dates Pilot system Year One Monitor system for accuracy (QC)

14. What is your vision? Where are you going? What are the current gaps you face? Who are your partners- current and potential?

15. Pillar 1: Leadership Dunkirk Model District Leadership Team Building Grade Level COI Model Management Team Content Team Teaching Teams

16. Pillar 2: Instructional Programs/Strategies Dunkirk Model Core program Supplemental programs Intensive interventions COI Model Core program Supplemental program Developing intensive intervention strategies

17. Pillar 3: Aligned Professional Development Dunkirk Model Principal Academy (required) Reading Academy (required) Assessments and data use (ongoing) COI Model Reading Academy (required) Summer Institute (required)

18. Pillar 4: Assessments and Data Use Dunkirk Model SED Required Assessments Student Data System Data collection and entry Use of data COI Model Required Head Start Domains Select or develop measures Student Data System Data collection and entry Use of data

19. Head Start Domains Language Development Literacy Mathematics Science Creative Arts Social & Emotional Development Approaches to Learning Physical Health & Development

20. Domain Elements Language Development Listening & Understanding Speaking & Communicating Literacy Phonological Awareness Book Knowledge & Appreciation Print Awareness & Concepts Early Writing Alphabet Knowledge

21. Domain Elements Mathematics Number & Operations Geometry & Spatial Sense Patterns & Measurement Science Scientific Skills & Methods Scientific Knowledge

22. Domain Elements Creative Arts Music Art Movement Dramatic Play Approaches to Learning Initiative & Curiosity Engagement & Persistence Reasoning & Problem Solving

23. Domain Elements Social & Emotional Development Self-Concept Self-Control Cooperation Social Relationships Knowledge of Families & Communities Physical Health & Development Gross Motor Skills Fine Motor Skills Health Status & Practices

24. Measures: Tests and Scannable Forms Promoting Alternative Thinking Strategies (PATHS) Harcourt Teacher Checklist Harcourt TASKS Science, Creative Arts, Mathematics, Physical Skills (SCAMP) Peabody Picture Vocabulary Test (PPVT) Test of Early Reading Ability (TERA-3)

25. Measure-Domain Crosswalk DomainMeasure Mathematics & Numeracy (12 items) SCAMP Science (9 items) Creative Arts (7 items) Physical Health & Development (32 items)

26. Measure-Domain Crosswalk DomainMeasure Social & Emotional Development (25 items) PATHS Harcourt Teacher Checklist Approaches to Learning (12 items) PATHS SCAMP Harcourt Teacher Checklist

27. Measure-Domain Crosswalk DomainMeasure Language Development (25 items plus 2 percentiles) Harcourt Teacher Checklist PPVT TERA SCAMP Literacy (100 items plus 2 percentiles) Harcourt TASKS Harcourt Teacher Checklist TERA PATHS

28. Scan Form Samples

30. Training Teachers on Measures Use of rating scales Rating of typical behavior Handling and marking scan forms Crosswalk to Domains and Elements Three benchmark windows Results in three performance levels At Risk Low Risk Some Risk

31. Database: Progress Monitoring

32. Systemic Change: Program Effectiveness Total of 222 items and 4 percentile scores Ratings cannot be summed (data scale) No established criteria for risk status Measurable outcomes must be redefined Previous system framework “85% will score 3 or higher” “75% will have total rating scores of 45 or better” Current system framework “Less than 10% at risk per domain by EOY” “At least 35% low risk per domain by EOY” “EOY proportion low risk at least twice BOY amount”

33. Measuring Progress Without Numbers

34. GREEN (Low Risk) means I ‘m doing GREAT!!! YELLOW (Some Risk) means I need to do better… RED (At Risk) means I need EXTRA help!! Apply Status Criterion Rules

35. Good, steady progress – Starting At Risk, moving to Low Risk by EOY Modest progress Starting At Risk, ending at Some Risk Good progress but slippage by EOY– Starting at Some Risk, moving to Low Risk, but sliding back Tracking individual student progress across a period of time, multiple assessments

36. Tracking progress for students grouped by BOY risk status compared to their EOY status

37. Review BOY  EOY Change by Subgroup At RiskSome RiskLow Risk At Risk at EOY0 Some Risk at EOY4 Low Risk at EOY1 5 At Risk at BOY8 Some Risk at BOY5 Low Risk at BOY At Risk at EOY0 Some Risk at EOY1 Low Risk at EOY7 At Risk at EOY0 Some Risk at EOY1 Low Risk at EOY4

38. Actual 2008 BOY  2009 EOY Change

39. Change at EOY by BOY Risk Status Creative Arts 2008-2009 At Risk at BOYSome Risk at BOYLow Risk at BOY

40. Change at EOY by BOY Risk Status Science 2008-2009 At Risk at BOYSome Risk at BOYLow Risk at BOY

41. Who are your leadership teams? What instructional resources do you have? Who needs to be trained and in what? What do you need to measure? Are measures available or must you create them? What will you use for a data system?

42. Wrap-Up: Where We Are Now Challenges Benefits and Successes Action Steps

43. Potential Barriers Action Steps