ERIC ED610234: Reopening Washington Schools 2020: District Early Learning Planning Guide

2020·0.67 MB·English

by  ERIC

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REOPENING WASHINGTON
SCHOOLS 2020: DISTRICT EARLY
LEARNING PLANNING GUIDE

2020

Chris Reykdal
Superintendent of Public Instruction

Prepared by:
• Michaela W. Miller, Ed.D., NBCT, Deputy Superintendent
[email protected]

• Kathe Taylor, Ph.D., Assistant Superintendent of Learning and Teaching
[email protected]

• Karma Hugo, M.Ed., Director of Early Learning
[email protected]

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TABLE OF CONTENTS
Letter from Dr. Kathe Taylor, Assistant Superintendent of Learning and Teaching ........................... 4
OSPI Vision, Mission, Values, And Equity ........................................................................................................... 6
Acknowledgments ...................................................................................................................................................... 7
Applying A “P–3 Lens” to Reopening Washington Schools ...................................................................... 11
Reopening Washington Schools: Scheduling Concepts ............................................................................. 12
Key Themes in Early Learning ............................................................................................................................... 13
Implementation Actions ......................................................................................................................................... 15
Instructional Considerations for Early Learners ............................................................................................. 20
Conclusion.................................................................................................................................................................... 23
Appendix A: Additional Resources ...................................................................................................................... 24

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LETTER FROM DR. KATHE TAYLOR, ASSISTANT
SUPERINTENDENT OF LEARNING AND TEACHING

Dear Superintendents and School Leaders:

Districts routinely provide early learning services and opportunities, working in partnership
with local community-based organizations, and…it’s complicated.

Even the term “early learning” requires clarification. For the purposes of this planning guide,
we are defining early learning as instruction and services provided to students 0–8 years of
age in a K–12 setting. This span of years corresponds to our state’s early learning and
development guidelines and current law that requires students to begin schooling by age 8,
and includes a variety of programs offered within K–12 schools, including developmental
preschool, district-based Head Start and Early Childhood Education Assistance Programs
(ECEAP), Transitional Kindergarten, programs that serve children of parenting teens, and
students in grades K–3. Statewide, thousands of children are “early learners” in K–12 schools.

Embedded within these recommendations are the commitments that the Office of
Superintendent of Public Instruction has repeatedly surfaced in our guidance documents:
supporting students furthest from educational justice, preparing for health and safety,
investing in connectivity, and leveraging local expertise. Similarly, the guiding principles
presented in the Continuous Learning 2020 document published in early spring 2020 will be
evident, as well: keep students at the center, design learning for equity and access, and assess
student learning.

Several stakeholder groups helped us think about key early learning themes that will apply
whether learning happens remotely, face-to-face, or in a hybrid model this fall. These themes
are at the same time obvious and profound:

1. Young Children Have Unique Needs
2. Families are Children’s First and Most Important Teachers
3. Early Learning is a Network of Cross-Sector Partnerships

Young children require more than smaller chairs and tables. Skills that come easily to “big
kids” are still new and in process for little ones. Washington has invested in many resources to
understand students’ early growth and development, most notably through the Washington
Kindergarten Inventory of Developing Skills (WaKIDS), a kindergarten transition process which
engages families, observes and documents students’ entering strengths, and creates a bridge
for collaboration with community-based organizations and child care settings. Developmental
progressions identified from birth through third grade are available to K–3 teachers through
resources associated with the kindergarten assessment—please ask your kindergarten
teachers to share these resources!

Washington statute recognizes the importance of partnering with families by designating
three school days for teachers and families to meet at the beginning of the kindergarten year.
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Opportunities for connection will be even more important as teachers and families navigate
school structures that will be new to everyone this fall. Schools may even want to consider
extending the “Family Connection” component of WaKIDS to other grades.

Now more than ever, schools and districts need to build on their relationships with community
organizations to address the needs of families to negotiate school schedules that may be
different from the traditional five-day, face-to-face setting. As families and school staff balance
instruction and learning with working inside and outside the home, the role of community
organizations to provide safe and healthy settings for students to thrive will be critical. It will
truly take the whole village to make this happen.

Finally, we did not need a pandemic to tell us that our system does not serve all children well.
WaKIDS data continues to underscore that children enter kindergarten with a wide range of
knowledge and skills. Even some students who enter kindergarten “ready,” and particularly
some from historically underserved groups, are falling behind in math and literacy by third
grade. With a laser-focused racial equity lens, we can rethink our systems and reimagine
learning environments that are culturally responsive, developmentally appropriate, and meet
the needs of each and every student.

We hope that this planning guide helps districts, regardless of the school schedule they are
following in the fall, take a fresh look at what is working well, and what could be improved to
better serve our youngest learners.

Sincerely,

Kathe Taylor, Ph.D.
Assistant Superintendent
Learning and Teaching

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OSPI VISION, MISSION, VALUES, AND
EQUITY
Vision
All students prepared for postsecondary pathways, careers, and civic engagement.
Mission
Transform K–12 education to a system that is centered on closing opportunity gaps and is
characterized by high expectations for all students and educators. We achieve this by
developing equity-based policies and supports that empower educators, families, and
communities.
Values
• Ensuring Equity
• Collaboration and Service
• Achieving Excellence through Continuous Improvement
• Focus on the Whole Child
Equity Statement

Each student, family, and community possess strengths and cultural knowledge that benefits
their peers, educators, and schools.
Ensuring educational equity:
• Goes beyond equality; it requires education leaders to examine the ways current policies
and practices result in disparate outcomes for our students of color, students living in
poverty, students receiving special education and English Learner services, students who
identify as LGBTQ+, and highly mobile student populations.
• Requires education leaders to develop an understanding of historical contexts; engage
students, families, and community representatives as partners in decision making; and
actively dismantle systemic barriers, replacing them with policies and practices that ensure
all students have access to the instruction and support they need to succeed in our
schools.
Many policies and practices of K–12 schools create barriers for students of color. In
addition, many families served by districts’ early learning programs, like developmental
preschool or Transitional Kindergarten, have greater needs than the general
population. Transparent practices about how the school is addressing
racial inequality and creating welcoming and inclusive environments
for young students will be important.

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ACKNOWLEDGMENTS
Thank you to the contributors of the Reopening Washington Schools Early Learning
Transitions Workgroup and P–3 Educator Taskforce and to the OSPI staff who served as
facilitators.
Early Learning Transitions Workgroup
• Angela Abrams, Department of • Kristin Monson, Educational Service
Children, Youth, and Families District 101
• Barb Sattler, Central Valley School • Laurie Sjolund, Sumner School
District District
• Beth Mizell, Snohomish County • Lynn Frey, Moses Lake School
Human Services District
• Cathy Garland, Head Start • Matt Bona, Educational Service
Collaboration Office District 123
• Christine Frazier, Pasco School • Michelle Roberts, Department of
District Children, Youth, and Families
• Cynthia Juarez, Educational Service • Nancy Trevena, Educational
District 105 Opportunities for Children and
• Deeann Puffert, Child Care Aware of Families
Washington • Nicole Blake, Richland School
• Ebony Pattenaude, Renton School District
District • Nina Ballew, Bellingham Public
• Elisabeth Page, Wellpinit School Schools
District • Patty Eningowuk, Muckleshoot
• Erika Muir, Ridgefield School Indian Tribe Head Start
District • Sandra Szambelan, Educational
• Fatima Mahamoud, Open Doors for Service District 101
Multicultural Families • Sandy Maldonado, Child Care
• Hillery Clark, Shoreline School Aware of Washington
District • Sheryl Fryberg, Betty J. Taylor Early
• Jen Cole, Washington PAVE Learning Academy
• Jodi Wall, Educational Service • Stephanie Andler, Selah School
District 112 District
• Karin Ganz, Department of Children, • Suzanne McKibbon, Mead School
Youth, and Families District
• Katy Warren, Washington State • Taylor Getzin, Seattle Public Schools
Association of Head Start and • Tiffany Naylor, Moses Lake School
ECEAP District
• Kelli Bohanon, Department of • Val Arnold, Department of Children,
Children, Youth, and Families Youth, and Families
• Kelly Coughlan, North Thurston
School District
• Kristi Docken, Pasco School District
• Kristi Dominguez, Bellingham Public
Schools
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P–3 Educator Taskforce
• Amber Hunter, Oak Harbor School • Katie Howell, North Thurston Public
District Schools
• Amy Kay Lindh, Deer Park School • Kelly Coughlan, North Thurston
District Public Schools
• Anastasia Sanchez, Toppenish School • Kelly Marks, Everett School District
District • Kerri Blankenship, Educational Service
• Beth Mizell, Snohomish County District 113
• Brittany Fournier, North Mason • Kim Crummey, Educational Service
• School District District 114
• Catherine Dejong, Auburn School • Kristie Dominquez, Bellingham Public
District Schools
• Cindy Farnsworth, Renton School • Laurie Sjolund, Sumner School District
District • Lisa Markussen, Edmonds School
• Cindy O’Dannel, Riverview School District
District • Matt Bona, Educational Service District
• Christian Frazier, Pasco School District 123
• Dawn Christiana, Meridian School • Megan Hubner-Cooley, Mukilteo
District School District
• Dawn Elwell, Highline School District • Melissa Dixon, Bethel School District
• Debbie Denmark, Central Valley • Melissa Kaasa, Bethel School District
School District • Melissa Whitten, Meridian School
• Deeanne Puffert, Childcare Aware of District
Washington • Melodie Stauffer, North Thurston
• Debora Haney, Bellingham Public Public Schools
Schools • Melany Richmond, Bellevue School
• Debra Blodgett-Goins, Yakima School District
District • Min Shu Hung Turner, Bellevue
• Gina Hawk, North Mason School School District
District • Sally Keeley, Bethel School District
• Heather Nelson, Riverview School • Sarah Southard, Educational Service
District District 189
• Jackie Brock, Educational Service • Shannon Hohosh, Snohomish School
District 112 District
• Jen Cole, Washington Pave • Simone Boe, Washington Education
• Jennifer Kelly, Educational Service Association
District 123 • Stephanie Andler, Selah School
• Jennifer Martin, Edmonds School District
District • Taylor Burdett, Betty J. Taylor Early
• Karin Ganz, Department of Children, Learning Academy
Youth, and Families • Taylor Getzin, Seattle Public Schools
• Kate Hellenthal, Spokane School • Terri Carroll, Edmonds School District
District ECEAP

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Washington Care and Youth Development Recovery
Workgroup
• Amy Anderson, Association of • Katherine Graff, Department of Health
Washington Businesses • Katya Miltimore, Washington Boys
• Angela Abrams, Department of and Girls Clubs Association
Children, Youth, and Families • Kisa Hendrickson, Highline School
• Cameron Clark, City of Seattle District
• Camille Goldy, Office of • Lacy Fehrenbach, Department of
Superintendent of Public Instruction Health
• Carrie Cihak, King County • Lois Martin, Early Learning Advisory
• Cheryl Smith, Department of Council
Commerce • Luc Jasmin, Washington Childcare
• Cory Porter, Department of Health Centers Association
• Courtney Whitaker, YMCA of Seattle • Maddy Thompson, Office of the
• David Beard, Schools Out Washington Governor
• Debbie O’Neil, Department of • Marie Sullivan, Washington State
Children, Youth, and Families Parent Teacher Association
• Deeann Puffert, Child Care Aware • Michael Dunn, Educational Service
• Donna Christensen, Lobbyist District 101
• Elizabeth Whitford, Schools Out • Micha Horn, Snohomish County Public
Washington Health
• Erica Johnson, Office of Mayor Jenny • Nancy Bernard, Department of Health
Durkan • Nicole Rose, Department of Children,
• Erin Haick, Service Employees • Priti Mody-Pan, King County
International 925 • Raka Bhattacharya, City of Seattle
• Franji Mayes, Department of Health • Rayanna Evans, Office of Financial
• Gayle Pauley, Office of Superintendent Management
of Public Instruction • Representative Lisa Callan
• Gwen Ichinose-Bagley, YMCA of • Representative Tana Senn
Seattle • Sandra Szambelan, Educational
• Heidi Schultz, Office of • Sara Rigel, Public Health – Seattle &
Superintendent of Public Instruction King County
• Jennifer Muhm, Department of Health • Senator Claire Wilson
• Jessica Cafferty, King County • Shannon Braddock, King County
• Joe Laxson, Department of Health • Suzie Hanson, WA Federation of
• Judy Bunkelman, Department of Independent Schools
Children, Youth, and Families • Sydney Forrester, Office of the
• Karen Hart, Service Employees Governor
International 925 • Toni Sebastian, Department of
• Karma Hugo, Office of Superintendent Children,
of Public Instruction • Tricia Schroeder, Service Employees
• Kathe Taylor, Office of Superintendent International 925
of Public Instruction

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OSPI Staff
• Aira Jackson, Director of English Language Arts and Literacy
• Amber Havens, WaKIDS Training Specialist
• Gretchen Stahr-Breunig, Kindergarten Transition Specialist
• Jenny Plaja, Assistant Director for Policy and Program Support for Learning and Teaching
• Joshua Lynch, Program Supervisor for Student Discipline, Behavior, and Readiness to Learn
• Penélope Mena, Program Supervisor Title I, Part A/Learning Assistance Program
• Ryan Guzman, Early Childhood Special Education/619 Coordinator
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