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					Head Start and Public Schools
Strengthening Birth to PK-3 Partnerships

 Approaches to Linking PK-3 in Massachusetts:
Activities to Support Continuity for Children and
Families Across Early Learning and Elementary
                     Grades



          Community Meetings
                   June 2011

                                   Including Data from the Office
                                    Of Head Start Summit, “On the
                                       Road to School Readiness”
                                   presented by Catherine Scott-Little
                                        on February 15-17, 2011
                                             Baltimore, MD
                                  Welcome
    Who is here today:
    •   Head Start-HS
        •   Program Directors, Education Supervisors, Child Outcomes
            Coordinator, Assistance Program Directors, Special Needs
            Coordinators, Social Service Coordinator, Disabilities Specialist,
            Director of Program Development and Operations, & MHSA
            Executive Director.

    •   Public Schools- PS
        •   Early Childhood Director, Kindergarten Transition Specialist,
            Assistant Program Director, PS Service Coordinator, Director of
            Unified Services, School Special Educator, and Principal of Early
            Education Center.

    •   Early Intervention-EI
        •   Department of Public Health Early Intervention Regional
            Specialist, E.I. Assistant Director, Children’s Community
            Development Specialist.

    •   Coordinated Family and Community Engagement
        •   CFCE Program Coordinator
2
               Overview of Presentation
    Content:
    •   PK-3 Alignment
        •   Mission Statements Support Alignment
        •   What Science and Research Tell us
        •   Key PK-3 Principles and Elements
        •   Examples of current and future activities
        •   Other Initiatives -Birth to age 8
        •   Infrastructure and Accountability
        •   Looking Ahead

    •   On the Road to School Readiness
        •   Aligning State Standards, the Head Start Child Development Early
            Learning Frameworks & Our Work with Children

    •   Head Start & Public Schools Memorandum of Agreement
        •   Guiding principles
        •   Purpose of MOU
        •   10 Federally Mandated Activities
        •   State Current & Future Activities to Support MOU Implementation

3
Mission Statements to Support
       PK-3 Alignments




                        4
      Mission Statements Support Alignment
    Department of Early Education and Care
            provide the foundation that supports all children in their development as
             lifelong learners and contributing members of the community, and
             supports families in their essential work as parents and caregivers.

    Department of Elementary and Secondary Education
             strengthen the Commonwealth’s public education system so that every
              student is prepared to succeed in postsecondary education, compete
              in the global economy, and understand the rights and
              responsibilities of American citizens, and in so doing, to close all
              proficiency gaps.

     Head Start
             Improve Children’s school readiness outcomes and promote changes that
             integrate children into a continuum of high-quality early care and
             education spanning from birth to age eight.

     Boston Public Schools
             As the birthplace of public education in this nation, the Boston Public
             Schools is committed to transforming the lives of all children through
             exemplary teaching in a world-class system of innovative, welcoming
             schools. We partner with the community, families and students to
             develop within every learner the knowledge, skill, and character to excel in
             college, career, and life.
5
Our unified
vision is...



…Proficiency on Grade 3 Statewide
Literacy and Mathematics Assessments



                             6
  What Science and Research
Tell Us About Child Development




                         7
    What the Science Tells Us About
    Child Development

       The brain’s architecture is being built
        from the bottom up
       Early experiences literally shape the
        developing brain—for good or ill




8
                   How the Science Guides Policy




Shonkoff, Jack P., MD: Leveraging an Integrated Science of Early Childhood Development to Strengthen the Foundations of
Health, Learning, and Behavior. Harvard University Center on the Developing Child. Presentation to the EEC 2010 Early
Childhood Information Systems Strategic Planning Institute - Cambridge, MA | November 18, 2010

   9
            What We Know from
            Experience and Research

     Children enter school with vastly different skills. Research shows that gaps
     in learning exist by 18 months of age.

     High quality preschool supports children to develop age appropriate skills
     and be ready to succeed in kindergarten.

     Children’s overall healthy development is critical to learning. Social and
     emotional competencies as well as physical health are tied to academic
     success.

     The support and involvement of families in their child’s education and
     development is necessary for successful learning.




10
     National Center for Children in Poverty
     Access Related Data (2009)




                                There are 459,330 children in
                                MA under age six, 29% live in
                                low income




11
     Children Experiencing Multiple Risks in MA




12
     Policies to Consider and Discuss


        Universal Preschool

        Mandated, Universal Full-Day Kindergarten
         (Offering and Attendance)

        Class Size and/or Ratio Regulations in PK-3

        Shift in access eligibility from family
         income to child need


13
     PK-3 Alignments:
Key Principles and Elements




                       14
     Key Principles in the PK-3 Alignment


     1. Horizontal alignment

     2. Vertical alignment

     3. Temporal alignment




15
     Principle 1: Horizontal Alignment


      Horizontal
                     Horizontal alignment
         alignment   is created by using
        Vertical    consistent learning
                     approaches within an
         alignment
                     age range or grade.
        Temporal
         alignment




16
     Principle 2: Vertical Alignment


        Horizontal
         alignment    3rd grade


        Vertical                 Vertical alignment
         alignment      2nd       is created by using
                       grade
                                  consistent learning
        Temporal
                                  approaches across
         alignment    1st grade

                                  ages or grades.
                         K




                       Pre-K


17
     Principle 3: Temporal Alignment


        Horizontal
         alignment
        Vertical
         alignment
        Temporal     Temporal alignment
         alignment    is created by using
                      consistent learning
                      approaches across a
                      child’s day.


18
     What does Pk-3 look like
     in Massachusetts?

     A coordinated and
     collaborative approach



19
                              Instructional
                               Tools and
                                Practices
          Mechanisms for
                                                  Data and
           Cross-Sector
                                                 Assessment
            Alignment




                            Cross Agency                 Instructional
Teacher Quality &                                        Environment
                            Collaboration
    Capacity                                               (school and
                               on P-3                      Classroom)




          Transitions and
                                               Engaged Families
             Pathways
                            Administrators &
                              Leadership
                                Quality



                                                                     20
                       PK-3 Elements                                        1


Mechanisms for cross-sector alignment
(Governance, strategic plans)
Administrators and Leadership Quality
(Leadership is inclusive/facilitative and focused on instruction)
Teacher Quality and Capacity
     (Focus on credentials and professional development; professional dispositions;
     professional community)
Instructional Tools and Practices
     (Curriculum content; alignment of standards and curricula; pedagogical methods)
Instructional Environment
     (Student-centered learning culture (classroom and school))
Data and Assessments
     (Data and assessment used to improve instruction)
Engaged Families
     (Families and communities engaged in student learning)
Transitions and Pathways
     (Focus on children’s movement through the continuum)
     1Kauerz, Kristie (2011). Sustaining Your Work: PreK-3rd Implementation and Evaluation Framework; a
     presentation to ESE PK-3 grantees. Harvard University: Cambridge, MA.
Examples of PK-3 Elements:
    Current & Future
        Activities




                      22
Mechanisms for Cross-Sector Alignment
(Examples of current and future activities to support PK-3
                       initiative)


   Executive Office of Education Inter-agency
    Taskforce focused on PK-3 Literacy

   Support the Memorandum of Understanding
    (MOU) between EEC and Springfield PS to develop
    a PK-3 infrastructure

   Early Childhood State Advisory Council (SAC)

   Support collaborative efforts between early
    education and care providers and the public schools
    (e.g., joint professional development)

   Co-sponsor an Institute on Literacy and
    Mathematics, weaving the social-emotional and
    family engagement frameworks into the content
Administrators and Leadership
           Quality
(Examples of current and future activities to support PK-3
                      initiatives)


   Support the CAYL Institute and Principal
    Leadership forums

   Create a survey course for Literacy PK-3 in
    collaboration with University of Massachusetts
    Boston

   Link the STEM work with the professional
    development priorities around literacy and
    mathematics in early education

   Support principals to develop early education
    and early elementary expertise


                                                      24
       Teacher Quality and Capacity
       (Examples of current and future activities to support
                         PK-3 initiative)

   EEC Licensing requirements and ESE Teacher
    certification requirements

   Administer the Early Literacy Grant and the Early
    Childhood Special Education Grants

   Create opportunities for collaborative team planning
    between general and special education

   Create common planning time for school staff across
    and between grade levels

   Coordinate across program types to support children
    with disabilities                          25
   Instructional Tools and Practices
    (Examples of current and future activities to support PK-3
   initiative)
Standards:
 Roll-out the 2011 Massachusetts Curriculum Framework for
   English Language Arts and Literacy and the Massachusetts
   Curriculum Framework for Mathematics
Curriculum:
 Align the Guidelines for Preschool Learning Experiences and
   Kindergarten Learning Experiences with the new frameworks
 Integrate content areas and create interdisciplinary
   curriculum
 Develop a birth to literacy curriculum for educators
Instruction:
 Ensure developmentally appropriate practice in PK-3
   classrooms
 Provide knowledge of child development to teachers,
   administrators and assistants
 Differentiate instruction
 Implement tiered systems of support
 Enrich learning experiences for children
   PK-3
 Focus on the whole child
 Use play effectively to promote learning
                                                                26
            Instructional Environments
(Examples of current and future activities to support PK-3 initiative)

           Administer the PK-3 Curriculum, Instruction,
            and Assessment Alignment Project
           Administer the Universal Preschool Grant
           Administer the Quality Full-Day Kindergarten
            Grant
           Quality Rating and Improvement System
            (QRIS)
           Create small class sizes and appropriate adult:
            student ratios
           Alignment of schools and after-school and
            out-of-school time programs related to
            curriculum, instructional strategies, and
            professional development

                                                        27
          Data and Assessments
      (Examples of current and future activities to
                  support PK-3 initiative)
   Develop and use data systems to address PK-3 issues

   Implement comprehensive assessment approaches by
    using formative assessment, progress monitoring, and
    summative student data

   Replicate the Chicago Study focused on
    Literacy/Mathematics and social-emotional competencies

   Use Classroom Assessment Scoring System instrument
    in Head Start programs, as an option in QRIS and in some
    Quality Full-Day Kindergarten grant classrooms.

   Implement Quality Rating and Improvement System
    requirements for evidence-based formative
    assessments in early education and care programs
    (infant, toddler, and preschool) and after-school and out-
    of-school time programs                          28
                Engaged Families
(Examples of current and future activities to support PK-3 initiative)

     Administer the Coordinated Family and Community
      Engagement Grants (EEC)
     Create opportunities for staff from EEC and ESE to
      jointly develop a family and community engagement
      framework
     Support the work of the Wraparound Services
      model and School Turnaround work, including
      engagement of families
     Conduct home visits and other non-traditional
      strategies (e.g., parent groups, resource rooms)
     Build partnerships among families, schools, and
      community-based organizations
     Access behavioral health services and other
      supports (e.g., mental health)
     EEC Family and Community Engagement Networks




                         FY12 CFCE
                        Grant Awards
                          Total :107




30
        Transitions and Pathways
(Examples of current and future activities to support PK-3 initiative)


      Support student transitions within and across
       grades

      Create and use common transition forms
       between public and community-based preschool
       programs to share data with kindergarten teachers

      Provide opportunities for preschool children to
       visit kindergarten classrooms and kindergarten
       teachers to visit children in their preschool program

      Develop a common understanding about student
       expectations and share that understanding among
       birth to five providers and PK-3 staff


                                                          31
   Other Related
Statewide Initiatives




                        32
         Birth to Eight Leadership Institute
        In partnership with ESE, EEC is sponsoring a Birth the 8
         Leadership Fellowship Institute focused on three areas of
         importance:
           child growth and development;
           literacy, and
           dual language learners.
        Educators are eligible for the Fellowship if they are:
           An elementary school principal; or
           A director of a program such as Head Start, center-based and
            out-of-school time care programs, and FCC systems
        The Institute includes three in-depth meetings with national
         experts and state leaders on March 26, April 30, and June 4, 2011.
        Meetings target leaders throughout Massachusetts, with priority
         for principals of Level 4 Elementary Schools, and include
         proportionate numbers of representatives from Head Start, family
         child care, center-based care and other programs.

        Cities/towns represented by multiple participants:
         Boston Fitchburg Lawrence   Salem       Springfield
33       Chelsea Holyoke New Bedford Southbridge Worcester
     SAC Goal 3 – B-8 Community Planning and
     PK-3 Partnerships
      Co-Investment Funding Partnership Contracts with
       the Philanthropic Sector
      Support for community birth through age 8 (B-8)
       strategic plans, anchored in local data on:
         Child/family needs, and
         The quality/effectiveness of PK through Grade 3
           aligned systems linking local schools, local
           providers, and families through grants to
           communities.
      Development of tools and assessments which are
       aligned based on child development including
       standards, to be used locally between the early
       education and public schools

     SAC Goal 3 Related Updates:
     1. ESE/ EEC PK – 3 Partnership
     2. Head Start and the Public Schools

34
     Proposal: Grants to Support Birth to 8
     Community Planning in Rural Communities

        In response to feedback provided by the SAC suggesting that
         resources be targeted to rural communities, EEC proposes
         awarding grants to rural communities to support birth to 8
         community planning.

             Grants relate to SAC Goal 3: Birth to 8 Community Planning
              and Pre-k to 3rd partnerships.

               • EEC plans to allocate $95,000 of the ARRA SAC the
                 purpose of rural community planning grants.
               • Grants will be approximately $5,000 each and will be
                 focused on supporting the needs of children and families
                 in rural communities through community planning.
                   • EEC has reviewed population per square foot and the
                     number of children ages 0-5 in communities to
                     determine which communities would be eligible to
                     apply for funds (see following data).



35
         Out-of-School Time Literacy Initiative
     Out-of-School Time (OST) Literacy and Learning
     Promotion Initiative
        Goal is to retain or increase students’ academic gains,
         particularly in the area of literacy, by reinforcing their school day and
         year learning through high-impact activities and effective curricula
         during the summer months and throughout the school year.
        Supports OST programs’ ability to implement high-impact
         learning activities through partnerships with public school districts
         for direct training, modeling of effective direct instructional practice
         and coaching/feedback for program staff).
        The United Way is partnering with BOSTnet, WestMOST, and
         Boston DELTAS to support Out of School Time programs in
         partnering with seven school districts (Boston, Lowell, Lawrence,
         Lynn, Holyoke, Springfield, Worcester) designated “Commissioner’s
         Districts” by ESE
        United Way Mass Bay is also collaborating with United Way of
         Central Massachusetts and United Way of Pioneer Valley to
         provide a statewide learning community for participants in the
         initiative.
        Evaluation results show that 85% of all participants avoided
36
         typical summer literacy loss; 68% showed gains in reading
         Literacy Initiatives
        Grants to the USDOE “Promise Neighborhoods” to support Early
         literacy engagement with “hard to reach” families who currently are
         not connected to any community agency in their area
        Interactive training on assessment strategies for working with Second
         Language Learners through the Umass Donohue Initiative;
         participants receive an overview of the pre Language Assessment
         Scales (preLAS) oral language and pre-literacy assessment for four,
         five, and six year olds and strategies to use in the classroom and with
         families to support second language acquisition.
        The Parent-Child Home Program (PCHP) literacy trainings for family
         child care providers (ARRA funded)
        Introductory Presentations on the 2011 Massachusetts Curriculum
         Framework/PK-12 Common Core Standards for English Language
         Arts and Math through the Regional Readiness Centers
        Get Ready to Read! national initiative to build the early literacy skills
         of preschool-age children provides an easy-to-administer, research-
         based screening tool to early childhood educators, child care providers,
         and parents in order to help them prepare all children to learn to read
         and write
        Forum on literacy professional development and community
37       engagement in partnership with Reach Out and Read
     State Level Efforts on Early Childhood Assessment

        EEC and ESE rolling out a PK-3 framework that looks at the alignment
         of curriculum, instruction, and assessment from birth up through
         grade 3 as well as elements such as leadership, professional
         development, and family engagement.
           Critical to promoting and understanding young children’s
             development and learning and, ultimately, will lead to their success
             in school.
           Assessment of young children that is developmentally appropriate
             is an important element of this framework.
        Think about assessment within the context of the PK-3
         framework, not just school readiness/kindergarten readiness.
           Look at children’s growth and progress in an ongoing way over time
             to understand where they are in their learning trajectories and how
             to best support them to optimize their development and learning.
           Assessment of children at a single point-in-time and in isolation of
             ongoing assessment practices doesn’t provide us with the broader
             picture of a child’s development and how to optimize their learning.
        An early childhood assessment system must be comprehensive and
         focus on the whole child; research on children and educational
         outcomes has documented the importance of children’s physical and
         social-emotional health on their availability and ability to learn.
38
         State Level Efforts on Early Childhood Assessment

         MA has taken a slow-and-steady approach to the
          requirement to create a kindergarten readiness assessment
          system for a number of reasons.
            There are many different curricula and assessment practices
             being used and we want to make sure that we understand
             those practices in order to best inform what our system
             should look like.
            We want to be clear on the questions that a kindergarten
             readiness assessment system should answer so that we can
             ensure that we have the right tools to collect the necessary
             data.
            We want to make sure that we have properly trained
             the field on the importance of developmentally appropriate
             assessment, how to do it, and how to use the data to inform
             instruction and program improvements.
            We want to make sure that whatever we create for an early
             childhood assessment system aligns with infant-toddler
             growth and development as well as growth and development
             of children in the PK-Grade 3 system.
39
      Assessment: Kindergarten Readiness
     Kindergarten Readiness Assessment Model Design and Pilot
      EEC has selected New York University (NYU) Child and Family
        Policy Center (CFPC) as the vendor for a the Kindergarten
        Readiness Assessment Model Design and Pilot Project.
      CFPC will design a model of formative and/or summative
        assessment that can be used in preschool and/or kindergarten in
        the mixed system of early education and care programs as well as
        public school programs to demonstrate children’s kindergarten
        readiness level.
      The model will serve the following purposes:
          Provide child-level data to educators which can be used to
            inform classroom practice and individualize instruction for
            children;
          Provide data that can be aggregated at the program level for
            site-based improvement and growth tracking;
          Provide sample or complete data sets that can be aggregated at
            the state level to make statements about the school readiness
            level of children in the Commonwealth and inform policymaker
            decision making.
      CFPC will also develop a training module for teachers, select pilot
        sites and work with educators to collect pre and post-test
        assessments of teachers perceptions of the feasibility, acceptability
40      and educational benefit of the direct assessments being Piloted.
Infrastructure to Provide Access
    to High Quality Services




                            41
         Infrastructure to Provide Access to High Quality
         Services: Current and future activities to support Pk-3

        Administer the PK-3 Curriculum, Instruction, and
         Assessment Alignment Project
        Support the Memorandum of Understanding (MOU)
         between EEC and Springfield PS to develop a PK-3
         infrastructure
        Administer the Universal Preschool Grant and the
         Quality Full-Day Kindergarten Grant
        Create small class sizes and appropriate adult :
         student ratios
        Alignment of schools and after-school and out-of-
         school time programs related to curriculum,
         instructional strategies, and professional development
        State Assigned Student Identifier (SASID)
         exchange pilot between EEC and ESE
        EEC Professional Qualifications Registry open to
         license exempt public school programs

42      Implementation of QRIS-PK as a partner with
         school districts by focusing on the five areas
         Purposes of the Massachusetts QRIS
      Programs and providers use one streamlined
       set of standards that are connected to
       supports and fiscal incentives to help them
       meet and maintain the standards.
      Programs receive feedback and are involved in
       continuous quality improvement.
      Parents have easily accessible information
       about the quality of early care and education
       programs.
      Policymakers understand where and how to
       invest additional resources.
     High-quality early education and care and out of
       school opportunities are available throughout
      the Commonwealth that demonstrate improved
43                 outcomes for children.
          There are QRIS Standards for Each QRIS
                      Program Type
     Center-based/ School-Based Programs
        For use by center-based and school-based programs,
        including license-exempt center-based programs (i.e.
        public school preschools, Montessori schools, or faith-
        based affiliated programs serving infants, toddlers,
        preschool-age children).

     Family Child Care
       For use by Family Child Care homes

     Afterschool/Out of School Time Programs
        For use by After School and Out of School Time
        programs, serving school-age children and youth
        (kindergarten and up) outside of the hours of the
        regular school day. Programs may be located on
        public school premises.

44
             MA QRIS Standards are organized
            in 5 Categories with Subcategories

     1. Curriculum and Learning:
        1A. Curriculum, Assessment, and Diversity
        1B. Teacher- Child Interactions

     2. Safe, Healthy Indoor and outdoor Environments:
        2A. Safe, Healthy Indoor and outdoor Environments

     3. Workforce Qualifications and Professional
        Development:
        3A. Program Administrators
        3B. Program Staff/Educators

     4. Family and Community Engagement
        4A. Family and Community Engagement

     5. Leadership, Management and Administration:
        5A. Leadership, Management, and Administration
        5B. Supervision
45
     QRIS Measurement Tools:
     Environment Rating Scales




46
                             http://ers.fpg.unc.
                             edu
     QRIS Measurement Tools (Cont.)




                 For More Info about PAS and BAS         For More Info about APT:
47               http://cecl.nl.edu/evaluation/pas.htm   http://www.niost.org/content/view/1652/282/
     QRIS Measurement Tools (Cont.)




     For More Info about CLASS     For more Info about the Strengthening Families Self Assessment
48   http://www.teachstone.org/   Tools:http://www.strengtheningfamilies.net/index.php/online_resources/g
                                  uide_assess/category/self_assessment/
Potential Partners to Build PK-3
   Executive Office of Education
   Department of Higher Education and Institutions of Higher Education
   EEC (Policy, Professional Development, Early Childhood Information
    System)
   ESE (Title 1, Targeted Assistance, Special Education, Learning
    Support Services, Curriculum and Instruction, English
    Language Acquisition, Adult and Community Education) and
    the regional DSACs
   CAYL Institute
   Readiness Centers
   Davis Foundation
   United Way
   Resource and Referral Agencies
   Massachusetts Afterschool Partnership
   Strategies for Children
   Head Start
   Non-profit Community-based Organizations
   Independent Family Child Care Providers
   Massachusetts Administrators of Special Education
   Massachusetts Elementary Principals Association
   Massachusetts Association of School Superintendents
   Massachusetts Association of School Committees 49
                                     Looking Ahead
        Building upon the learning between Head Start and Public
         Schools MOU experiences.

        Aligning Pre K to grade three in every district.

        SAC Needs Assessment Parent and Educator Surveys, Five Key
         Research Questions:
          1. What is the demand for resources to support child development for families with
             children ages 0 to 13?

          2. Which children and families have access to the programs that they need including
             high quality EEC programs, health care and community resources and supports?

          3. Are children, birth to age 13, on track to succeed when they enter school and
             beyond?

          4. How prepared is the EEC workforce to provide effective education and care for all?
             How stable is the workforce? What supports are available to educators to become
             more reflective practitioners?

          5. How does the workforce define and understand quality in EEC programs?

50
     Questions/Feedback?




51
Setting School
Readiness Goals
and Aligning State
Standards, the Head
Start CDEL
Framework and Our
Work with Children
and Families
 Data from the Office Of Head
 Start Summit, “On the Road to
        School Readiness”
presented by Catherine Scott-Little
     on February 15-17, 2011
          Baltimore, MD
11
      Reason 1: Head Start Act
           Requirement
HEAD START ACT as amended 2007 (42USC9801
              et. Seq) promotes use of/
     alignment with ELS in:
  – Professional Development
 – Qualified staff
 – School readiness goals for children
 – Curriculum
 – Head Start Collaboration Directors’ responsibilities


                                                          12
      Reason 2:
Our children deserve it

          Common expectations
          from ELS/ELGs help
          make sure all children
          starting from the same
          place



                                   13
            Reason 3:
 Alignment of goals and curricula
                is
the “heart” of smooth transitions




                                14
15
                  Alignment is
• The proper
adjustment of the
components of an
electronic circuit,
machine, etc., for
coordinated
functioning


        – Dictionary.com
                                 16
Mis-alignment means potential
             for




                                 1
                                 8
Alignment means potential for




                                1
                                9
There’s more to
alignment than meets
the eye


                       2
                       0
  Many alignment analyses are low
        complexity matrices

  One Document               Another Document      Aligned?

Draws pictures with          Develops fine motor
crayons                      skills
                         




Knows own name

 Identifies words that       Plays with words,
rhyme                        sounds, and rhymes




                                                              2
                                                              1
   In Head Start alignment means
• Coordinated functioning of
  – Head Start Child Development and Early Learning
    Framework
  – State Early Learning Standards/Early Learning
    Guidelines
  – Goals and objectives for individual children, for
    classrooms, and for the program
  – Curriculum used in teaching
  – Assessment used in gauging children’s learning &
    development
  – Communication with parents and families         17
 Need to evaluate alignment on
     several parameters
Balance: the degree to which the two
documents address the same domains
Depth: the degree to which the two
  documents address the same specific skills
and knowledge within a domain
Difficulty: the degree to which the
  expectations within the two documents reflect
a similar level of difficulty or age-level

                         Kagan, Scott-Little, Reid & Greenburg, 2007   22
23
                              Balance

                                                                       Physical Development
             6                                    Pre-K               and Motor Skills
             %                                   Standards
                        38
                        %                                              Social and Emotional
20%         8%                                                        Development
       15
       %            38                                                Approaches to Play
                                                   Infant-             and Learning
                    %                             toddler
                                                 Standards
6                                                                     Language and
%             38                                                      Communication
              %
                                                                       Cognitive Development
                                                                       and General
                                                                       Knowledge
              30
              %

                        Scott-Little, Kagan, Reid & Greenburg, 2008
               Difficulty:                                    Difficulty:
          Infant/Toddler vs. Pre-                       Pre-Kindergarten vs.
            Kindergarten Total                          Kindergarten Total
Percentage of Standard Indicator Pairs           Percentage of Standard Indicator Pairs


                                                                              




                                                     3% (6)
                    10%                                                          




                                                                                      Younger Age Group
                    (7)                                           32
                                           65                    %                   More Difficult than
      68                                    %                          (7
 (4                            22       (15                                        Older Age Group (-)
      %                                                                 5)
 9)                             %         1)
                                 (1
                                 6)
                                                                                  




                                                                                        Equal Difficulty (=)


                                                                          Older Age Group
                                                                                  




                                                                          More Difficult than
                                                                          Younger Age Group
              * 96 Unpaired Indicators          *184 Unpaired Indicators       (+)

                                                    Scott-Little, Kagan, Reid & Greenburg, 2008
27
                                Balance
• Head Start Child
  Development and Early
  Learning Framework                  • State ELS may
– Physical Development & Health
- Social & Emotional Development      – Have a lower percentage of
- Approaches to Learning              physical and health
– Language Development
– Literacy Knowledge & Skills         – Have lower percentage of social-
                                      emotional
– Mathematics Knowledge & Skills
                                      – Have higher percentage of
– Science Knowledge & Skills          cognitive development and general
– Creative Arts Expression               knowledge but omit logic and
– Logic and Reasoning                    reasoning
– Social Studies Knowledge & Skills   – Omit English Language
                                      Development
– English Language Development

                                                                           28
 Depth: State ELS/ELGs may
Physical development              Language and
and health                        communication
– Emphasize health                Cognitive
  knowledge and practice less
                                  development
Social-emotional                  – Address additional areas of
                                   science and social studies
 Approaches to
learning
– Include some of the
  approaches to learning
  concepts in social- emotional




                                                              29
                    Difficulty
• State ELS/ELGs
   may have standards
   that are less difficult
than the Head Start
Child Development
and Early Learning
Framework




                                 30
       Special considerations for use of
    standards with dual language children
  Continued use of home language is very important
 Teachers should plan activities and interactions
  that support their learning in all domain areas as
  well as their ability to learn English
 DLL children can demonstrate competency in any
  domain in either language
 Assessments should be culturally and linguistically
  appropriate and should use the language or
  languages that most accurately demonstrate the
  child’s knowledge and abilities
                                                        31
 Special considerations for children
         with disabilities
Some additional alignment considerations
– ISFP/IEP
– OSEP Early Childhood Outcomes
Should be working toward the same knowledge
and skills described in the Head Start Framework
and state ELS/ELGs
May require more individualized/intense
instruction, accommodations, and/or assistive
technology
Look for small and incremental progress
                                                   32
“Take Away” From Framework/ELS
    Alignment Considerations
The Head Start Framework and state ELS/ELGs
should be used together to set goals for children
and to make decisions about curricula and
assessments.
There may be some examples of miss-alignment
between the two documents.
Special consideration should be given to how
the Head Start Framework and ELS/ELGs are
used with Dual Language Learners and children
with disabilities.
                                                    33
                       A final thought
• Use of state’s ELS/ELGs
  can be an important tool
  to improve children’s
  transitions to public
  school
– Working toward same goals a
   children in other programs
– Support for cohesive system of
school readiness goals, curriculum, and
   communication with parents



                                          36
    Resources Related to ELS/ELGs
   www.earlylearningguidelines-standards.org

   http://nitcci.nccic.acf.hhs.gov/resources/EarlyLearningGuide.htm




                                                                       37
     Forging a Partnership


      We can only do this together!




77
Head Start and Public Schools
    Strengthening Birth-to-Grade 3
             Partnerships


Memorandum of Understanding (MOU)
         Head Start and Public Schools Partnerships:
     Overview
     •    The 2007 Head Start reauthorization included many provisions requiring
          Head Start agencies, no later than Dec. 12, 2008, to enter into a
          memorandum of understanding (MOU) with their local educational
          agencies (LEA’s) to coordinate and to promote continuity of
          services and effective transition of children into the school system.

     Guiding Principles
     •    Create and maintain a meaningful partnership to promote school
          readiness so that children may receive comprehensive services to
          prepare them for elementary school and to address any potential
          “achievement gap.”
     •    Plan and implement strategies based on practice and research
          that have proven to support children’s school success
     •    Respect uniqueness of local Head Start & Public School needs and
          resources
     •    Promote involvement of members of the early care and education
          communities
     •    Share commitment, cooperation, and collaboration for a
          coordinated service delivery system
79
         Data from: Head Start Reauthorization Act of 2007 & OHS Model HSSCO MOU, 2009 &
     Purpose of the Memorandum of Agreement

a.   Improve availability and the quality of services for children and their
     families

b.   Support children’s optimal development & readiness for school entry
     and success

c.   Address the unique strengths and needs of the local population,
     such as homeless, migrant, or non-English speaking families

d.   Promote collaboration regarding shared use of transportation, facilities,
     etc.

e.   Reduce duplication and enhance efficiency of services

f.   Define responsibilities toward coordination and greater collaboration;
     enhance linkages and relationships; and exchange information on the
     provision of educational and non-educational services

g.   Coordinate a comprehensive system of activities, policies, and
     procedures that guide and support their delivery of services to children
     and their families


Data from: OHS Model HSSCO MOU, 2009
Federally Mandated Activities: Joint Roles in System Review,
    Coordination, Collaboration, Alignment, and Implementation of MOU

1. Educational activities, curricular objectives, assessment, &
   instruction
      •   Implement a research-based early childhood curriculum that is aligned with the
          Head Start Child Outcomes Framework and State early learning standards

2. Public information dissemination & access to programs for families
   contacting HS or any of the preschool programs
      •   Generate support & leverage resources of the entire local community in
          order to improve school readiness & establish ongoing channels of
          communication that facilitate coordination of programs

3. Selection priorities for eligible children to be served by programs
    •  Develop and implement a system to increase program participation of
       underserved populations of eligible children,
    •  Develop procedures for identifying children who are limited English proficient,
       and informing the parents about the instructional services,
    •  coordinate and collaborate with other public or private entities providing early
       childhood education and development programs and services including, but not
       limited, to Part B of title one programs of Elementary and Secondary, programs
       under Section 619 and Part C of the Individual with Disability Act,
       state-pre K programs, etc.

Activities highlighted in blue –discussion small group
Federally Mandated Activities: Joint Roles in System Review,
   Coordination, Collaboration, Alignment, and Implementation of MOU


4. Definition of service areas
     •   Define areas where Public Schools and Head Start provide services to children


5. Opportunities for joint staff training on topics such as academic content
   standards, instructional methods, curricula, and social and emotional
   development
     •   Organize and participate in joint training, including transition-related training for
         school staff and Head Start staff

6. Program technical assistance
     • Link services provided in Head Start with educational services, including services
       relating to language, literacy, and numeracy, provided by such local educational
       agency

7. Provision of services to meet the needs of working parents
     • Coordinate activities to make resources available for full working-day and full
       calendar year available to children & collaborate with programs under the Child
       Care and Development Block Grant Act of 1990
Federally Mandated Activities: Joint Roles in System Review,
    Coordination, Collaboration, Alignment, and Implementation of MOU

8. Communication & parent outreach for smooth transitions to
   kindergarten
     •   Develop & implement a systematic procedure for transferring, with parental
         consent, Head Start program records for each participating child to the school in
         which such child will enroll,
     •   Establish comprehensive transition policies and procedures that support children
         transitioning to school including children with disabilities
     •    Conduct outreach to parents and elementary school teachers to discuss the
         educational, developmental, and other needs of individual children,
     •   Help parents of limited English proficient children understand instructional & other
         services available,
     •   Help parents (including grandparents and kinship caregivers, as appropriate) to
         understand the importance of parental involvement in a child's academic success

9. Provision and use of facilities, transportation, and other program
   elements
     •   Collaborate on the shared use of transportation and facilities


10. Other elements of activities mutually agreed to by the Head Start
   and Public Schools


Data from: OHS Model HSSCO MOU, 2009
     Three New Domains:
     Social studies,
     Logic and Reasoning,
     Language Development




84
         Head Start and Public School Partnerships: Activities to
         support MOU Implementation

     Activities:
     •   In 2009, EEC and ESE distributed a joint Memorandum, to
         superintendents and charter school leaders, to work with their local
         Head Start program and ensure the development and implementation of
         the Memorandum of Understanding (MOU). This memorandum required
         the MOU to be in place by June 30, 2009. A total of 143 MOUs were
         signed between HS and PS.

     •   In 2010, the HSSCO conducted a needs assessment annual
         update, as required by the Head Start Act of 2007, to report on
         collaboration, coordination and alignment of services and programs’
         curricula and assessments with the Head Start Child Outcomes
         Framework and the State’s early learning standards.

          •   A new category was added to further understand PreK-3
              Framework-collaboration between HS and LEAs which included
              standards, curriculum, and assessment alignment, joint
              professional development, information sharing in transition,
              parent involvement, and serving children with disabilities.
              The survey found that much work remains to be done to
              implement a robust PreK-3 framework in the Commonwealth.
         Data: Provided by OHS Region 1 total number of signed MOU in 2009.
85       PIR Data: Reported that in 2010, there were a total of 191 agreements.
         Head Start and Public School Partnerships:
         Current and Future Activities to support MOU Implementation
         Activities:
     •   The FY12 Head Start State Supplemental Renewal Grant required
         HS programs to provide a detailed plan and time line that addresses the
         activities program will undertake in FY'12 in order to comply with the
         school readiness requirements of the federally mandated
         Memorandum of Understanding between Head Start programs and
         Local Education Agencies (LEAs)

     •   A series of meetings between public preschool and Head Start
         representatives with a focus on full implementation of the activities of
         the federally required Head Start –LEA Memorandum of
         Understanding are scheduled to discus effective strategies to support
         children’s school readiness, shared best practices, and discuss
         alignment of the Head Start frameworks, preschool learning guidelines,
         and the Common Core

     •   EEC in Partnership with the HS T/TA System will be conducting a
         meeting discussion of alignment of the Head Start frameworks,
         preschool learning guidelines, and the Common Core standards.



86
      Resources Related to Head Start & Needs
                    Assessment

• Head Start Act
http://eclkc.ohs.acf.hhs.gov/hslc/Head%20Start%20Program/Program%20Design%20and%20
Management/Head%20Start%20Requirements/Head%20Start%20Act


• Department of Elementary and Secondary –Head Start and LEA’s
Memorandum of Understanding http://www.doe.mass.edu/news/news.aspx?id=4545

• Department of Early Education and Care HSSCO Need Assessment -
http://www.mass.gov/Eoedu/docs/EEC/news/20110216_hs_needs_assessment.pdf


• Head Start and Transitions
http://eclkc.ohs.acf.hhs.gov/hslc/Head%20Start%20Program/Program%20Design%20and%20M
anagement/Head%20Start%20Requirements/Head%20Start%20Act/headstartact.html
     Questions/Feedback?




88
     Head Start & Public School
            Partnerships


      Group Discussions




89
                                 Group Discussions

     3 Topics for Discussion:
         1) Alignment of Curriculum and Assessment

         2) Opportunities for Joint Professional Development

         3)Supporting Seamless Transitions

     Questions to Discuss:

         •   What is working well, in particular related to the following sections of the
             MOU that you would recommend as best practice for others across the
             state (Include in the discussion services to children with disabilities?)

         •   What could be working better? What support from each other, EEC or
             ESE is needed to improve outcomes? What type of technical assistance do
             you need to support your work?

         •   Are there collaborations outside of those required by the MOU that you
             would like to highlight as examples of best practice?

     Group Summary:

90
         •Ideas/key lessons learned to share with the larger group.
                            Group Discussions
     Topics for Discussion-Activities:
        1) Alignment of Curriculum and Assessment
           •Implement a research-based early childhood curriculum that is
           aligned with the Head Start Child Outcomes Framework and State early
           learning standards

        2) Opportunities for Joint Professional Development
           • Academic content standards, instructional methods, curricula, &
           social and emotional development,
           •Organize and participate in joint training, including transition-
           related training for school staff and Head Start staff

        3)Supporting Seamless Transitions
           •Establish comprehensive transition policies and procedures that
           support children transitioning to school including children with
           disabilities
           • Conduct outreach to parents and elementary school teachers to
           discuss the educational, developmental, and other needs of individual
           children,
           •Help parents of limited English proficient children understand
           instructional & other services available,
           •Help parents (including grandparents and kinship caregivers, as
           appropriate) to understand the importance of parental involvement
           in a child's academic success
           •Develop & implement a systematic procedure for transferring, with
           parental consent, Head Start program records for each participating
91         child to the school in which such child will enroll, etc.
      Head Start & Public School
             Partnerships


     Group Report Feedback




92
     Wrap Up/Next Steps
     •   Share lessons learned from group discussions with other
           Head Start and non-Head Start programs state-wide




93

				
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