Meaningful Connections

Creating an effective early learning continuum – PreK-3rd

Overview of PreK-3rd and research supporting the benefits of a continuum approach for young learners

Practical examples of effective practices with opportunities for you to reflect and consider their relevance for your role

Today’s Session

“We Change the World One Room At A

Time Each Gathering Needs To Become An

Example Of the Future We Want to Create.

This Means That the Small Group is Where

Transformation Takes Place”

Peter Block

Community

Defining PreK-3rd

PreK-3rd

The continuum of learning that spans the

traditional boundaries of PreKindergarten

programs (learning-based programs children

experience in the years before school) and

the early grades (K-3). K. Kauerz & National PreK-3rd Partnership

Develop Strong Foundational Skills Develop Social and Emotional

Competence Establish Patterns Of Learning

K. Kauerz & National PreK-3rd Partnership

For PreK Learners

Why PreK-3rd

30 Million Word Gap & Disparities in

Early Vocabulary Development

16 mos. 24 mos. 36 mos.

Cu

mu

lati

ve V

oca

bu

lary

(W

ord

s)

College Educated Parents

Working Class Parents

Low Income Parents

Child’s Age (Months)

200

600

1200

Source: Hart & Risley (1995) 8

How does this information resonate with

you and how might it inform work?

Turn and Talk

HORIZONTAL

Home with family may have some group exp.

Private licensed

centers and homes

Community or district based head start or

State PreK

Out of home care with friend or neighbor

Kindergarten

1st Grade

2nd Grade

3rd Grade

VER

TIC

AL

Conceptualizing PreK-3rd

Transitional Kindergarten

1. Mechanisms for building relationships & cross-sector alignment

2. Administrators and Leadership focused on quality instruction

3. Teacher Quality and Capacity

4. Instructional Tools and Practices

Components

5. Instructional Environment

6. Data and Assessments

7. Engaged Families

8. Transitions and Pathways

Components

District program vision, goals and planning

Reciprocal learning & leading

Structured with representation of all roles across the continuum

Attending to common understanding & terminology

Foundations for a

sustainability

Transition & Continuity

Focuses on activities that support children

and families as they move from one

setting to another Sharon Kagan

K. Kauerz & National PreK-3rd Partnership

Alignment

Focuses on the context and pedagogy of

instruction and instructional practice

Share an example of work where you are

currently taking a pop-bead approach and/or

one where you would like to see a shift from a

building block to a pop-bead strategy?

Turn and Talk

From Research to Practice: San Mateo County Ready Schools - PreK-3rd

Background

• Funded primarily by First 5 San Mateo County

• Co- lead and housed at Silicon Valley Community

Foundation and San Mateo County Office of Education

• Response to local and national research that

investments in the early years are not sufficient on their

own to ensure success by 3rd grade

• Ready Children, Ready Families, Ready Communities,

Ready Schools

Bridges to Success San Mateo County

Goals of the initiative:

• All children enter school ready to learn

• Experience a smooth transition to K and

• Receive high quality, aligned early elementary education

to prepare them for success

by 3rd grade

Age

Girls tend to be more ready for school than boys

Girls 8-11% of children have special needs. Needs are being identified earlier. Almost all parents pursue referrals and state that services help.

Child does not have special needs

School

Readiness

Children with preschool are much more ready, transition more easily, & have more advanced language skills.

Children who are healthy, well-fed and well-rested are more ready. Most children have this basic foundation, but some have need.

Healthy Pre-

school

Parents who received readiness info had children who were more ready.

Skill Info

Families at lower

risk

Children of families with *fewer* risks like teen mom, single parent, lost job, frequent moves, & few supports are more ready.

What factors contribute to readiness?

21

Percentage Scoring Proficient or Advanced in

3rd Grade by Readiness Pattern

Disparities by income grow over time

English Language Arts Math

Ready Schools Highlights

• Leadership

• Teacher Effectiveness

• Data & assessment

• Family Engagement

Ready Schools Highlights - Leadership

• Ready Schools Teams Meet

• Ready Schools Plans and

school board policy adopted!

• Preschool directors included

in leadership councils

• School-site level articulation

and alignment

Ready Schools Highlights – Teacher Effectiveness

• Joint professional

development, including

Common Core

• Classroom observations

• Meet and Greets

Ready Schools Highlights – Data and

Assessment

• PreK-K transition

forms

• Entering K

assessments

• Transition meetings

• “Preschool attended”

recorded in student

info system

Ready Schools Highlights – Family Engagement

• PreK-3 family literacy, science, math events

• Chronic absence info

• Consistent K Orientations

• K Readiness Materials

• Improved K registration processes

• Educating families how to engage with schools

Opportunities for Common Core Standards

(CCS) and PreK-3 • Ask your COE to provide a

specific trainings on CCS for

PreK and TK

• Invite PreK/TK teachers to

district level CCS Trainings

• Use CCS as an opportunity

to reach across grade levels

to deepen communication

and understanding about how

young children learn

Questions?

IDENTIFY YOUR NEXT STEPS

…. and share with a partner

Mary Seaton ~Principal, NewVistas Consulting

mary.s@newvistas.co

Jessica Mihaly~ Initiative Officer,

Silicon Valley Community Foundation

jmihaly@siliconvalleycf.org

CLOSURE