1.  Pre-school through 3 rd Grade (P-3): Planning, Implementing, and Evaluating Kristie Kauerz, Ed.D. University of Washington November 13, 2012 Massachusetts Department of Early Education and Care

2. AcrossWithin P-3 Improves Each Grade Level and Aligns Across Grade Levels Within 0-3FDK 1 st Grad e 2 nd Grade 3 rd Grade PreK Within

3. P-3 Essentials High quality learning opportunities pre-school (“P”) help children be ready for school. High quality Full-Day Kindergarten is a transition year for all children. High quality early grades sustain the gains and lay the foundation for later learning. The P Part FDK Grades 1-3

4. Putting the Pieces Together BlocksPop-Beads

5. Challenges  Words, Words, Words  Different, if not discrepant, definitions  “Motherhood issues”  Governance Melee  Consolidated vs. Diffuse  Mismatched boundaries  Murky authority (at best)

6. Challenges  Cylinders of Excellence  e.g., Common Core; QRIS  Lack of Shared Metrics  Teacher and Principal Evaluation Systems  Overall quality (QRIS)

7.  Finding Common Ground: “Doing” P-3

8. Framework for Planning, Implementing, and Evaluating PreK-3 rd Grade Approaches  Co-funded by Foundation for Child Development; W.K. Kellogg Foundation; Gates Foundation; and W. Clement and Jessie V. Stone Foundation  Co-developed with Julia Coffman at the Center for Evaluation Innovation

9.  Eight Elements (“Buckets”) of P-3 Approaches

10. Resources for Cross-Sector Work Leadership Groups/GovernanceStrategic plansFunding and finance mechanisms

11. Administrator Quality and Capacity Build and support relationships, internal and external Foster teacher teamworkProvide instructional leadership

12. Teacher and Teaching Quality Engage in effective and meaningful professional development Focus on effectiveness in the classroom Work as teams, horizontally and vertically

13. Instructional Tools Aligned standards Balanced, developmental, and common curricula Comprehensive assessment system Instruction based on curricula and assessments aligned to standards

14. Learning Environment Attention to structural quality Climate supports relationships (childrens’ and adults’) Space and materials support range of abilities and preferences

15. 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

16. Engaged Families Priority for all school- and program- based staff Schools report meaningful and balanced progress to families Shared responsibility for student success

17. Access, Transitions, and Pathways Expanded and extended access to high quality learning opportunities Focus on the continuum provided to each child

18. Resources for Cross-Sector Work AdministratorsTeachers Instructional Tools Learning Environment Data-Driven Improvement Family Engagement Access, Transitions, Pathways Comprehensive P-3 Approach

19. Framework Structure For each high-level strategy:  Implementation indicators, by stakeholder (visible evidence)  Self-assessment of comprehensive’ness of implementation  Evaluation approaches

20.  8-Page Document

21. A Guide To Comprehensive Approaches

22. AcrossWithin P-3 Improves Each Grade Level and Aligns Across Grade Levels Within 0-3FDK 1 st Grad e 2 nd Grade 3 rd Grade PreK Within