DISTRICT: Highline Public Schools

RACE to the TOP Project 3A: ROBUST PreK-3RD GRADE SYSTEMS DISTRICT ACTION PLAN

DISTRICT: Highline Public Schools

PreK-3rd Grade Systems Goal:

• Beginning with the 2013 kindergarten class, 19 out of 20 students will meet or exceed standards in all core subjects by the end of grade 3

Brief Outline of Strategy:

• Identify the objectives for kindergarten readiness and communicate them effectively to all stakeholders
• Close the opportunity gaps for our high needs populations by intervening early and effectively
• Establish partnerships and build connections to Early Learning Programs and Family, Friend and Neighbor Caregivers to engage and educate them on school readiness benchmarks with alignment of instructional strategies.
• Expand free access to quality early learning programs, including Play and Learn and Jump Start
• Align vertical and horizontalinstruction,PreK-3, by offering joint professional development with early learning providers and K-3 teachers
• Engage families early in their child’s educational journey by educating them about kindergarten readiness skills and the importance of arriving at school with the skills in place
• Implement assessments to inform instruction and monitor growth
• Share student data with families and district data with early learning providers

“Bucket/s” (categories of effort):
Cross sector work, continuity and pathways, teacher effectiveness, family engagement, learning environment and data driven improvement
from Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches
Rationale for this focus:In Highline Schools, fewer than 25% of our incoming kindergartners have access to a quality early learning experience. And more than 69% of students enter kindergarten below benchmark (as defined by Teaching Strategies GOLD) in language, mathematics and cognitive development. Research shows that of the students who arrive without the skills for success in kindergarten, 80% will not catch up by third grade, as measured by state assessments. These are the same students who struggle throughout their educational careers are much less likely to graduate. Our data shows “kindergarten readiness” as the largest gap in skills, and disaggregated data shows an additional gap between highest performing students and students of color, especially students who are also English language learners.
3B Activities to Achieve this Goal(full or partial funding requested through RTT-D)
Describe the actions that will occur. / 3A Activities Related to 3B
(district funded or non-RTT-D funded)
Describe the actions that will occur, as they relate to the 3B activity. / Adult Behavior Changes
What changed adult behaviors, knowledge, or skills will you see indicating the activity is working? / Effectiveness
How will this activity impact improved child/student outcomes and reduce opportunity gaps? / Status
+Regional early K registration date and communications campaign
+Collection of data on incoming kindergartners’ early learning experiences-enter into student data system
+Partner with early learning programs from which students are coming / +Develop Kindergarten Readiness Guidelines
+WAKIDS implementation (family connection, early learning collaboration, whole child assessment)
+District-wide free Full Day Kindergarten
+District-wide free Jump Start / +Increased parent knowledge of readiness skills
+ Increased teacher/provider knowledge of readiness skills
+Increased data use / +More students of color enrolled early in order to access quality early learning and transition programsto support kindergarten readiness (reflected in Teaching Strategies GOLD scores) / Completed
XxIn Progress
+Early Learning Liaisonto connect and collaborate with the early learning community around best practices and aligned instructional strategies
+Play and Learn Groups to provide a free quality early learning experience for children who do not have access / +Jump Start to support the transition to K
+Wa KIDS implementation at 18 schools
+PreK Institute to align instructional practices
+PreK-K data sharing to inform the PreK community
+PreK PLCs to develop and share the work around readiness and alignment / +Increased family participation in Jump Start +Increased participation in Play and Learn
+Aligned instruction supported through PD that is aligned to CCSS and K readiness guidelines / +Increased K readiness skills, especially for ELL, and other high risk student populations
(reflected in Teaching Strategies GOLD scores) / Completed
XXIn Progress
+K-1 Institute (including special ed teachers) to provide aligned and connected PD (vertical alignment)
+Para educator Mini Institute to provide common understanding and support student learning / +PreK-K Institute
+1st grade readiness definition
+PLCs, coaching and peer mentoring to support instructional alignment / +Aligned instructional strategies
+Rigorous, developmentally appropriate instruction PreK-3rd grade
+Participation in PLCs
+Datato inform instructional practices / +Increased student achievement and reduction in opportunity gaps
(reflected in TS GOLD scores, and 3rd grade state tests) / Completed
xxXIn Progress

Complete one chart for each goal.