Robbinsdale P3 Early Learning Continuum Needs Assessment
October 29, 2015
Lori Simon, Monica Potter, Leona Derden, Carlton Jenkins, Steph Skelly
Indicator
1.1 Engage your learning community in
understanding the importance of early learning
continuum and the transitions along it
1.2 Set expectations that the continuum of
learning from age three to grade three is
fundamental to your schools mission
1.3 Expand the concept of learning
community to include collaboration among
external, as well as internal stakeholders
1.4 Articulate the long-term value of early
learning and the benefit of inclusive early
learning to parents and all learning community
stakeholders
1.5 Align funding, resources and governance to
Strengths
Early Childhood aligns with UDV goal 1,3:
All kids ready for K (EC SIP)
Staff training/PLCs looking at child
development continuum
Parent educators communicate this continuum
to parents in the program
Evening events for parents to advertise and
educate
Lets get ready for K (evening nights, bags,
email)
Students are performing at high levels at
PreK ..
Started PreK Steering committee
PreK-3 alignment (as part of middle school
redesign) is recruiting parents that represent
our student population
Needs
Put communication plan in place.
Principals are not aware of this
communication.
Need to add PreK to elementary SIP
Physical structure of all buildings does not
support adding PreK
Digitize information from TS Gold so that K
teachers receive a rostered report with 38
indicators and each students progress.
Partner with principals on community outreach
Need alignment PreK-K and PreK-3. Do not
have a guaranteed alignment at every
elementary building.
..and then the performance drops off some at
K
Move from defining K readiness to PreK-3
alignment
Key stakeholders do not all feel a sense of
belonging in our community
What do we mean by K ready data?
How do PLCs play a role in moving students to
grade level proficiency?
How would each Rdale staff member respond
support the PreK-3 framework to this question and how will we support each?
Am I effective in communicating the Pre-
Natal-3 framework to all stakeholders? We
need to calibrate.

Early Childhood needs: Instructional coach,

advertiser, data...

Work Plan - P3 Principal Leadership Series

Directions: 1. Use this form to develop a work plan for each strategy identified using the Self-Assessment Tool.
2. Distribute copies of each work plan to the members of your team.

Goal: (List areas from table above that we are focusing on 1.1-1.5)

Action Steps Responsibilities Timeline Resource Potential Barriers Communications

What will be done? Who will do it? By when? A. Resources available A. What are potential Plan
(Day/Month) B. Resources needed hurdles? Who is involved?
(financial, human, B. What are potential What methods?
political and other) solutions? How often?

Step 1 A. A.

B. B.

Step 2 A. A.

B. B.

Step 3 A. A.

B. B.

Step 4 A. A.

B. B.

Step 5 A. A.

B. B.
 Evaluation Process (How will you know that you are making progress? How will you determine that your goal has been reached? What are
your measures? What lessons did you learn from this experience? What concepts, models, and/or strategies were most helpful to you in
accomplishing this goal?)

Pre-K-3 Principal Leadership Series - MDE

October 29, 2015

Day 1
Early Childhood Program Design - Sharon Ritchie, Senior Scientist University of NC at Chapel Hill

Validated: K- Readiness is about us! What kind of institution are we creating for our students?

Challenged

Self-regulation and voice - the more kids are listened to when they talk - are given the messages that what they have to say matters, the more they
will develop into people who are proud of themselves and view themselves as educated and learners.

Students from lower socio-economic families and communities have exposure to 30 million academic words than students from mid-higher socio-
economic families and communities. It is important to distinguish that it is the academic language - not family, community, cultural language. Kids
develop language - but it may be different than the educational language. However, paying attention to the fact that students have language other
than academic helps protect against the deficit mindset that kids are coming to school with nothing.

One way to significantly promote academic vocabulary development with African American students is to engage them in daily oral storytelling.

Positive student development walk-throughs (Habits of Mind, who is represented in the materials)

Embracing the PreK-3 Learning Continuum - Arthur Reynolds U of M

1. Improve school transition
2. Promote continuity in learning
3. Prevent drop-off of preschool impacts
4. Enable cumulative benefits of effective PreK, K and 1st - 3rd grade
5. Establish mutually supportive family-school-community partnerships

Continuous and predictable experience PreK-3 (Lori)

School-wide benefits
1. Increasing Attendance
2. Leadership structure can promote continuity between grades
3. PD, Site support, and parent involvement enhances school climate for sustaining learning gains
4. Full day PreK can increase commitment to school