Foreword by Ruby Takanishi Acknowledgments About the Authors Introduction Step 1. Establishing Need and Common Interests Connecting to Your Preschool Community Connecting the Early Childhood Community and K-12 Public School Establishing the Need and Prioritizing Your Efforts PreK-3 Your First Early Childhood and K-3 Meeting Step 2. Locate and Connect With Your Early Childhood Learning Environments Locating Your Community Preschool Partners Identifying and Locating Key People in Your School District Planning for Your "Kick off" PreK-3d Meeting Step 3. Develop a Leadership Group Your Leadership Group Vision Plus Action Quality Preschool Step 4. High Quality Professional Development How to Provide Professional Development Aligned to Your Goals Target Professional Development to the Needs of Your Community Establish Your Professional Development System Information to Refine Your Work and Strive for Excellence Step 5. Connect and Align Quality PreK to Kindergarten Connect Your Community Preschool and Kindergarten Programs Develop an Assessment and Information Loop Align Curriculum and Instructional Practices Step 6. Maximize the Benefits of Full-Day Kindergarten Advantages National Trends How to Design a Full-day Kindergarten Developing a Planning and Implementation Team Developing Goals for the Program Using Research to Drive the Process Core Curriculum Selection Process for Your Kindergarten (PreK-3rd Grade) System Low-to-No-Cost Options Developing Daily Schedule Expectations Data Sharing "Friendly Accountability" Step 7. Align and Connect Full-Day Kindergarten With Grades 1-3 Connect Your FDK to Grades 1-3 Align Your K-3 Standards Align Your Assessment and Information Loop Align Curriculum and Instructional Practices That Support Children's Learning and Development K-3 (PreK-3rd) Tiered Systems Connect and Align Resources to Focus on Your Goals Step 8. Conquer the Fade Out Teach the Conventional Reading Skills That Are Developed Birth to Age 5 Horizontal Alignment Vertical Alignment Temporal Alignment Step 9. Create a Sustainable System of Support Broad Base Support and Financing Your Goals Celebrate and Publicize Your Efforts Continuous Engagement Step 10. Review, Revise, and Extend Next Step: Looking Ahead and Planning Review Your Goals Are We Making a Significant Difference? Your Leadership Group (ECCE Group) Looking Ahead References Resource A: Books and Web Sites Resource B: Steps for Your First Leadership Meeting Resource C: Leadership Guide Resource D: Curriculum Adoption Form Resource E: Glow and Grow Self-Reflection Form Resource F: Look Fors in Early Childhood Programs Resource G: Four Key Components to Sustainability Guide Index
"It's time to build a bridge between early childhood programs and the K-3 system to ensure continued success for all children. This is the ultimate how-to manual for administrators and teachers who wish to maintain and maximize the gains children make in preschool." -Sally Wingle, Preschool Teacher Chelsea Community Preschool, MI "A great guide pointing in the right direction for starting a program. With the U.S. Department of Education's emphasis on early childhood education and new monies available from the stimulus plan, this book is a valuable resource." -Cindy Luna, Principal Northside ISD, San Antonio, TX A 10-step plan for linking early childhood education to the K-3 system! The national push for improving young children's early learning experiences is no longer just about preschool. Now the focus is on strategic planning to increase achievement by reaching out to community early childhood education providers, establishing a strong PreK-3 foundation that connects early childhood education standards and goals to a K-3 system, and ensuring that young learners receive high-quality instruction before kindergarten. Drawing on more than 20 years' success with a PreK-3 system in Washington state, the authors present a 10-step, field-tested model that demonstrates how early childhood professionals and K-12 school leaders can outline a clear implementation plan for an integrated PreK-3 system that: Identifies both families' and children's needs Shares developmental information about individual learning skills and social/emotional development as children transition to kindergarten Aligns resources, curriculum, instruction, and assessments Anticipates challenges and celebrates successes Invites input from superintendents, state officials, Head Start leaders, and Title I directors
Linda Sullivan-Dudzic has spent the past 30 years connecting early childhood to K-12 to the higher education system. Prior to entering the fields of speech language pathology, curriculum and instruction, special education, and Title I, she learned a great deal from her mother, Lillian Sullivan, who started one of the first quality preschool programs in the 1960's, Nursery School, that included students with disabilities. Building on this strong early foundation, Sullivan-Dudzic continued her educational training and experience as a speech language pathologist at Kitsap Community Resources Head Start and started one of the first cooperative public school and Head Start service agreements to serve children with disabilities. Sullivan-Dudzic's advocacy for early childhood and students with disabilities continued with her work with the public school system (birth to 12th grade) as a special programs director, as well as her work with higher education designing and teaching college-level courses, and working with others to create a faith-based private preschool whose mission is to provide quality education to families who cannot afford preschool. Donna Gearns began her teaching career in self-contained preschool, elementary, and middle school classrooms for students with learning disabilities. As an itinerant special education teacher, she discovered the importance of building relationships with staff and directors in community preschool settings, a critical step in the process of developing a Pre-K to 3rd Grade System. Her work in quality preschool classrooms and collaboration with committed teachers and directors allowed her the opportunity to facilitate the use of common curriculum and its implementation in community preschool settings. Donna currently is a Teacher On Special Assignment (TOSA) for Bremerton School District. In addition to working with community preschool programs, she is an Assistive Technology Specialist for students from preschool through high school. Her goal is to make a difference for children and teachers by providing resources, information and support. Donna and her husband have two sons and live with their three dogs in Seabeck, Washington. Kelli J. Leavell started her career working as a special education teacher in the Bremerton School District. After several years in the classroom, she took her current position as a part time district Teacher on Special Assignment (TOSA). As a TOSA, Kelli has had the opportunity to coordinate the district english language learner program. She also provides coaching and training focused on district-wide initiatives like Response to Intervention, Title I services, reading instruction and alignment, and classroom management. Kelli also helps coordinate several grants in partnership with state and private foundations. In addition to her work as a TOSA, Kelli is also a national independent reading consultant. Over the last seven years, this role has allowed her to work with a multitude of wonderful schools and districts across the nation. She is currently working on a degree in education leadership to earn her administrative credential. Her goal is to continue to help districts connect, align, and improve education services for all children. Kelli and her husband Aaron reside in Silverdale, Washington with their two sons, Kellen and Corbin.