Texas School Ready! (TSR) Project Overview 2011-2012

Texas School Ready! (TSR)

Project Overview

2011-2012

University of Texas-Houston

http://www.childrenslearninginstitute.org/TSR-Project

TRS! Project




Starts: October 2011

Ends: July 2012


What are the project implementation dates?


The Texas School Ready! (TSR) Project provides an

effective early childhood classroom model in order to

prepare at-risk children to enter kindergarten on or

above grade level.

The Children’s Learning Institute (CLI) at the

University of Texas Health Science Center, Houston,

is the manager for the Texas School Ready! (TSR)

project and supports the lead agencies with the

implementation of the project components, as

required by the Texas Education Agency.


What are the goals of the TSR! Project?

The following purpose and goals of the TSR! project have been defined by the Texas Legislature,

Texas Education Agency (TEA) and TSR! staff.

In order to ensure that more young children develop the necessary skills needed for school

readiness the goal of the Texas School Ready! Project is to integrate the expertise of all Early

Childhood Education providers in communities throughout the State of Texas to:

o Implement the Texas School Ready! Approach

o Ensure lead agency and partners are delivering services that effectively prepare children

for the transition from Prekindergarten to Kindergarten.

o Expand better services through integration with local agencies.

o Support the development and implementation of a sustainability plan to ensure

continuation of the project’s goals and objectives once funding is no longer available.


What is the purpose of the TSR! Project?

• Implement an integrated service delivery model to dramatically improve early

literacy, language, math, and social development for preschool eligible children.

• Provide a high quality early childhood education model that coordinate Pre-

kindergarten resources among our all Partners, which include ISDs, Head Start

programs, and licensed, subsidized childcare providers.

• Support teachers with helping preschool children in achieving school readiness and

successful transition into Kindergarten.


Which children are eligible to participate in the TSR! Project ?

Children must be enrolled in a Head Start or Childcare program.

• Children must be 3 or 4 years of age on or before September 1st of the current

school year.

• At least 51% of the children in these classrooms must be 4 years old and

enrolling in kindergarten the following school year. When all 4 year old

classrooms have been selected it is allowable for communities to recruit 3

year old classrooms or 3 & 4 year old combination classrooms.

• 75% of all children from participating Head Start and Child Care classrooms in

each Lead Agency must be low SES. University of Texas-Houston


Which teachers are eligible to participate in the TSR! Project?

Teachers who are eligible to be recruited for the TSR! Project includes:

• Head Start teachers

• Childcare center teachers

Year 1 teachers are new teachers who have never been affiliated with the TSR! project, TEEM

or PKES grants (i.e. New teacher to any of the TSR! Projects).

Year 2 teachers are teachers who were affiliated with the TSR! Project last school year and

will continue with the project (i.e. Teachers who participated in the TSR! Project in 2010-

2011).

Year 3 teachers are teachers who were affiliated with the TSR! Project 2009-2010 through

2010-2011 school year.

What are the 3 elements of the TSR! Project?

1. Texas School Ready Components

2. School Readiness Integration (SRI) Partnership

3. Sustainability Plan



What are the Texas School Ready! Project Components?

Curriculum/Materials

Professional Development/ Coaching/Mentoring

Child Progress Monitoring


What do the Texas School Ready Components include?

Curriculum/Materials: (per classroom)

• Start Up Kit/Classroom Management materials (English or Spanish)

• School Readiness Kit (English or Spanish)

• State-approved Curriculum (Curriculum will only be provided for Year 1 Head Start and Child Care classrooms, if appropriate.)

• CIRCLE Preschool Early Language and Literacy including Mathematics Teacher’s Manual

Professional Development/Coaching: (per teacher)

• CIRCLE Preschool Early Language and Literacy including Mathematics Training (2 days)

• eCIRCLE Professional Development Courses (20 sessions across the school year but will be modified for school year 2011-2012)

• eCIRCLE Development License

• Coaching (ongoing monthly visits)

• Child Progress Monitoring Training (1 day)

Child Progress Monitoring: (per teacher/child)

• Child Progress Monitoring Tool & License


University of Texas-Houston University of Texas-Houston

Curriculum & Materials


Curriculum/Materials Year 1 Year 2 Year 3

State Approved Curriculum • Selected from the state approved curriculum list

Yes No No

Start Up Kit Yes No No

School Readiness Kit Yes No No

CIRCLE Preschool Early Language and Literacy including Mathematics Manual

•Available during 2-day CIRCLE training

Yes No No

Profession Development •eCIRCLE License

Yes Yes No

Child Progress Monitoring •License

Yes Yes Yes

Child Progress Monitoring •Tool: Netbook

Yes Yes Yes

Curriculum/Materials Overview in the TSR! Project


What is a curriculum?

A curriculum provides a recommended scope and sequence of

learning objectives supported by books, materials, manipulatives, and activities

designed to enhance children’s knowledge and skills in language, literacy, math,

and social skills. Curriculums are aligned with the Texas Prekindergarten

Guidelines.



Curriculum • Select from the state approved curriculum list

Yes No No

Who receives a Curriculum?

State Approved Curriculum List

Frog Street Pre-K, Texas System

The Texas DLM Early Childhood Express

High Scope Preschool Curriculum and Assessment

Opening the World of Learning, Texas Edition

Teaching Strategies System for Pre-K, Texas Edition

We Can! Texas Classroom System

Scholastic Big Day for Pre-K, Texas Edition

Let's Begin with the Letter People

DLM Doors to Discovery

http://www.tea.state.tx.us/index2.aspx?id=2147486677

http://www.tea.state.tx.us/index2.aspx?id=2147486677

Curriculum

Lead Agency Role

• Actively support the TSR! Field Staff in implementing the selected curriculum in all classrooms

• Actively support Partners in the use of the selected curriculum in the classroom

Partner’s (Administrators/Directors) Role

• Put plans in place for teachers to attend curriculum training , if available

• Become familiar with the curriculum being used

• Support teachers with understanding the curriculum

• Support teachers with developing lesson plans, as appropriate

• Support teachers with creating a daily schedule that includes 3 hours of daily cognitive instruction that includes lessons from the curriculum

• Support teachers with the implementation of the state approved curriculum

• Require teachers to provide at least 3 hours daily cognitive instruction using state approved curriculum

• Support teachers in creating connection in lesson planning and theme related activities

• Support teachers in Implementing curriculum activities documented on written lesson plan

• Support teachers in making lesson plan objectives evident, based on materials located in the classroom

• Support teachers in providing large group, small group and one-on-one instruction


Curriculum

Coordinator/Mentor • Provide vendor information for ordering curriculum to Partners • Set up curriculum training (TSR! Field Staff and vendor) • Become familiar with the different curricula used • Support teachers with understanding the curriculum • Support teachers with developing lesson plans • Support teachers with creating a daily schedule that includes 3 hours of daily cognitive instruction • Model instructional strategies using the curriculum

Teacher’s Role • Implement the state approved curriculum • Provide at least 3 hours daily cognitive instruction using state approved curriculum • Show strong connection in lesson planning and theme related activities • Implement curriculum activities documented on written lesson plan • Make lesson plan objectives evident, based on materials located in the classroom • Provide large group, small group, and one-on-one lessons based on assessment results • Maintain and inventory materials


What is a Start-Up Kit? (Classroom Management Materials)

The Start-Up Kit provides materials for effectively organizing and managing the preschool classroom.



Start Up Kit Yes No No

The kit includes:

• Daily Schedule Chart

• Classroom Helpers Chart

• Attendance Chart

• Center Management System

• Classroom Rules Poster • Letter Wall Cards • Activity Transition Book • Read Aloud Chart • Classroom Environment Labels

What is included in the Start-Up Kit? (Classroom Management Materials)

Available in English or Spanish


http://www.hatchearlychildhood.com/Products.aspx?cl=ShopAllGeneralCatalog&pc=&cn=&pid=680700(ShopBaseCatalog)

C:/Documents and Settings/twilliams2/Desktop/TRS! Project/CEC

http://www.hatchearlychildhood.com/Products.aspx?cl=ShopAllGeneralCatalog&pc=&cn=&pid=680700(ShopBaseCatalog)

Start-Up Kit

Lead Agency Role

• Effectively become familiar with content and philosophy represented by the materials

• Actively support the Partners to ensure implementation of the Start-Up Kit


• Supply information to ensure adequate ordering of materials

• Become familiar with content and philosophy represented by the materials

• Ensure materials are used and maintained

• Collaborate with assigned coach

• Require teachers to use the Start-Up Kit to enhance classroom management


Start-Up Kit Coordinator/Mentor

• Verify Start-Up Kit ordering information

• Provide information on accessing the Classroom Management video

• Assist with setting up the Start-Up Kit materials

• Model use of materials

Teacher’s Role

• Use the learning center management system throughout the classroom

• Label learning centers and materials

• Use classroom management charts daily

• Review Classroom Management Video on how to set-up a preschool classroom: http://www.childrenslearninginstitute.org/downloads/Classroom_Management.wmv

• Arrange the room to include a minimum of 7 well-defined learning centers


• Maintain and inventory all materials in the Start-Up Kit


http://www.childrenslearninginstitute.org/downloads/Classroom_Management.wmv

- What is a School Readiness Kit?

The School Readiness Kit contains a variety of books and materials used to support

and enhance classroom instruction.



School Readiness Kit Yes No No

http://www.lakeshorelearning.com/product/productDet.jsp;jsessionid=TWnLlMwLhxgpMwYhTyP2lKTy58CVhlWLrHBV0XVkmPbr1XKkQ1yy!500973716!12944

29027?productItemID=1%2C689%2C949%2C371%2C893%2C370&ASSORTMENT%3C%3East_id=1408474395181113&bmUID=1314301800773

http://www.lakeshorelearning.com/product/productDet.jsp;jsessionid=TWnK23lBk2W2QnGpPnzG1r44GTQh8PphL3447yCCfnhZ1pRzVSxP!942572627!500973716?productItemID=1,689,949,371,893,370&ASSORTMENT<>ast_id=1408474395181113&bmUID=1314301898109




- What is included in a School Readiness Kit?

• Written Expression materials

• Letter Knowledge materials

• Oral Language materials

• Phonological Awareness materials

• Mathematics materials


School Readiness Kit

Lead Agency Role

• Effectively become familiar with content and philosophy represented by the materials

• Actively support the Partners to ensure implementation of the School Readiness Kit


• Supply information to ensure adequate ordering of materials

• Become familiar with content and philosophy represented by the materials

• Ensure materials are used and maintained


• Require teachers to use the School Readiness Kit is to enhance cognitive instruction


School Readiness Kit

Coordinator/Mentor

• Verify School Readiness Kit ordering information

• Assist with setting up the School Readiness materials

• Model use of materials

Teacher’s Role

• Use the School Readiness Kit to enhance cognitive instruction

• Document the use of School Readiness materials and activities in lesson plans

• Use materials for centers, large group, small group, and one-on-one instruction

• Maintain and inventory all materials in the kit


Professional Development



Professional Development/Training Overview for Teachers in the TSR! Project

Professional Development/ Training

Person Responsible Year 1 Year 2 Year 3

CIRCLE Preschool Early Language and Literacy including Mathematics Training

Certified CIRCLE trainers TSR! Field Staff

Yes No No

C-PALLS+ Progress Monitoring • 1-day training (8:00-5:00)

TSR! Field Staff Yes No No

eCIRCLE Training TSR! Field Staff Yes Yes No

Coaching • Monthly classroom visits

TSR! Field Staff Yes (4 hours

per month)

Yes (2 hours

per month)

Yes (1 hours

per month)

Curriculum training • 1-day Training (optional)

Vendors TSR! Field Staff

Yes No No

What is the CIRCLE Preschool Early Language and Literacy

including Mathematics Training?

This training is a hands-on research-based training that provides preschool

teachers with a 2-day overview of classroom activities and best practices that can

be easily implemented in the classroom.





• 2-days of early childhood training with CIRCLE manual

Certified CIRCLE trainers TSR! Field Staff

Yes No No

What components are included in the

CIRCLE Preschool Early Language and Literacy

including Mathematics Training?

• Best Practices and Social/Emotional Development • Phonological Awareness • Written Expression • Language Development • Book Reading • Letter Knowledge and • Mathematics


Things to know about …

CIRCLE 2 Day Preschool Early Language and Literacy including

Mathematics Training



Lead Agency Role • Secure an appropriate training location • Actively support the TSR! Field Staff to ensure teachers attend the training • Actively support the Partners in the implementation of the training and use of the manual Partner’s (Administrators/Directors) Role • Require teachers to attend the training

• Make arrangements for substitute teacher while project teacher attends training

• Turn in all required paper work for substitute reimbursement

o Substitute Encumbrance Invoice form

o W 9 form(s), as needed • Actively support the teachers in the implementation of the training and use of the manual



TSR! Field Staff

• Work with CLI to schedule training

o Find location, set a date and invite teachers

o Complete and submit planning sheet to CLI

• Actively support the teachers in the implementation of the training and use of the manual

• Model the use of activities during coaching visits Teacher’s Role • Actively participate in the training • Implement the strategies and activities learned in the training • Use the CIRCLE manual to plan and document activities in the lesson plan • Use the information from the training to make classroom decisions including room arrangement

and cognitive instruction



What is eCIRCLE Professional Development?

eCIRCLE Professional Development is a series of face to face web-based

facilitated courses designed to provide teachers with a common experience,

allowing for conversations and learning. This service-delivery format has

been shown to help teachers develop their understandings of research-based

instructional practices for preschool learners. The ongoing 2 hour sessions

are focused on specific content areas designed to deepen content knowledge

and build specific skills which will improve teacher practices.


Who receives eCIRCLE Professional Development?



eCIRCLE Training • 40 hours of training across school year (number of hours will be modified for school year 2011-2012)

TSR! Field Staff Yes Yes No


Year 1 Teacher Year 2 Teacher

Classroom Management Intentional Teaching & Reflection

Building Vocabulary Developing Talkers

Phonological Awareness Written Expression

Making the Most of Web Reports Math

Letter Knowledge Making the Most of Web Reports

Read Aloud Special Needs

Read Aloud/Course Reflection Setting the Stage for Children’s Talk/Course Reflection

What are the eCIRCLE Professional Development Courses?

Things to know about eCIRCLE Professional

Development …

Classes occur face to face in a computer lab or training room, if using netbooks

(Internet required)

These classes should consist of 10 to 25 teachers and one facilitator

Teachers must attend at least 80% of eCIRCLE classes to be eligible for incentive pay

Teachers are required to post online after each session


Each session is 2 hours

eCIRCLE Professional Development

Lead Agency Role

• Actively support the TSR! Field Staff to ensure teachers attend the training

• Actively support the Partners in requiring teachers attend the training

• Actively support the Partners in requiring teachers complete all assignments


• Require teachers to attend the training

• Allow teachers to leave in a timely manner to attend eCIRCLE classes

• Proactively follow-up with teachers after each eCIRCLE class

• Commit to and maintain technology necessary for teachers to complete class assignments

• Support teachers with implementation of “new” strategies and ideas from eCIRCLE classes


eCIRCLE Professional Development TSR! Field Staff

• Secure and schedule computer lab or training facility with appropriate internet connectivity • Communicate with vendor to set up participant access • Provide partners/educators with a yearly course schedule • Develop eCIRCLE agendas • Facilitate scheduled face to face meetings • Post assignments after each facilitation of the course • Participate in on-line discussions between meetings by responding to participants • Support teachers with implementing the content from the course in classrooms

Teacher’s Role

• Attend the scheduled face-to-face meetings • Actively participate during face-to-face meetings • Implement teaching strategies in the classroom • Participate in on-line discussions between meetings • Complete the “On Your Own” assignments included in the courses


What is Mentoring/Coaching?

Mentoring/Coaching is a process by which the TSR! Field Staff provides in-class individualized one-on-one training and reflection opportunities for the teacher. The mentor will:

• actively mentor the teacher in the many aspects of the teaching and learning process.

• assist the teacher in using effective teaching strategies and proactive classroom management techniques.

• encourage the teacher to implement new strategies by providing modeling, side-by-side coaching, etc.

• encourage the teacher to reflect on his/her teaching practices, while setting short term attainable goals.


Professional Development/

Training

Person Responsible

Year 1 Year 2 Year 3

Mentoring/Coaching

TSR! Field Staff Yes (4 hours per month)

Yes (2 hours per month)

Yes (1 hour per month)


Listed below are various coaching strategies you can expect to see in a TSR! Classroom

Name of Strategy Explanation of Strategy

Side-by-Side Coaching Mentor briefly interjects comments, questions, strategies, or activities as the teacher is providing classroom instruction.

Modeling Mentor demonstrates a concept, skill, idea, or activity. The expectation is that the teacher immediately attempt to replicate a part or whole of the demonstrated lesson while the coach provides feedback.

Observation of Instruction Mentor initially uses observation of instruction to gather data and detailed information for the purposes of goal setting and intentional coaching. Observation of instruction is also used during classroom visits to briefly assess progress toward goals and to identify any additional objectives.

Instructional Planning Mentor and teacher plan together for a lesson, co-teaching experience or for the coach to model a demonstration lesson.


Name of Strategy Explanation of Strategy

Reflective Follow-up Mentor and teacher meet together directly after each coaching visit (within 36 hours). The coach uses explicit references ( including situations and videos) to help teacher reflect and analyze his/her instruction and child behaviors, responses and interactions. Note: This visit should be conducted without children and should last between 15 and 30 minutes.

Room Arrangement Support

Mentor supports the teacher by making suggestions or recommendations regarding the physical layout of the classroom.

Peer Visit Mentor and teacher visit a preselected classroom in order to observe another teacher demonstrating a specific concept, idea, skill, or activity. Coach and teacher discuss the observation and how the new ideas can be implemented.

Co-teaching Mentor and teacher share equally in the teaching experience using a preplanned activity or lesson.

Listed below are various coaching strategies you can expect to see in a TSR! Classroom


Things to know about Mentoring/Coaching

TSR! Field Staff mentors teachers from a variety of settings including HS and CC centers.

TSR! Field Staff is responsible for providing project oversight and support.

TSR! Field Staff is responsible for providing between 66-80 mentoring hours per month,

as required by CLI.

Mentoring/Coaching occurs in a one-on-one setting in each teacher’s classroom.

TSR! Field Staff provides monthly reports to CLI.

TSR! Field Staff participates in all CLI provided professional development opportunities

throughout the year.

TSR! Field Staff maintains and shares a preplanned calendar with lead agencies, partners, assigned teachers, and CLI.

Mentoring/Coaching

Lead Agency Role

• Actively support the TSR! Field Staff to ensure teachers participate in the coaching process, embracing reflective

feedback

• Actively support the Partners in requiring teachers to use the various strategies and ideas presented during the

mentoring visits


• Provide TSR! Field Staff access to project classrooms

• Provide teachers with time to have an uninterrupted reflective feedback time (15-30 minutes after each visit)

• Support the implementation of new ideas and strategies (daily schedule, room arrangement, small group

instruction etc.)

• Become familiar with the TSR! coaching process (online resources, professional development meetings etc.)

• Support coaching strategies/techniques (side by side coaching, videotaping, modeling etc.)


Mentoring/Coaching TSR! Field Staff

• Schedule meetings to inform administrators of coaching model

• Provide ongoing coaching to each teacher as required by the project

• Support teachers with implementing their state approved curriculum

• Support teachers with the implementation of at least 3 hours of daily cognitive instruction

• Support teachers with the development and implementation of small group instruction

• Schedule and conduct an uninterrupted 15-30 minute reflective follow-up visit with each teacher

• Complete all required mentoring/coaching documentation

Teacher’s Role

• Create goals and objectives with the TSR! Field Staff

• Be open to the mentoring/coaching process

• Invite TSR! Field Staff into the classroom

• Be open to the TSR! Field Staff suggestions, advice and new research ideas

• Practice and implement activities and instructional strategies provided by the TSR! Field Staff

• Discuss and implement feedback agreed upon during reflective follow-up meeting


Child Progress Monitoring


What is Child Progress Monitoring?

Child Progress Monitoring is a systematic process used to document children’s

developmental progress in the areas of early language, literacy and

mathematics. Results from monitoring the individual progress of children are

used to guide planning and instruction.


Who receives the Child Progress Monitoring Training?




C-PALLS+ Progress Monitoring 1 day training (8:00-5:00) in a computer lab

TSR! Field Staff Yes No No

What is Child Progress Monitoring Training?

A one-day training that sets the stage for teachers to have hands on experiences with the

C-PALLS+ assessment tool. The training topics include:

• Materials and tips

• Assessment do’s and don’ts

• Assessment areas:

o Rapid Letter Naming

o Rapid Vocabulary Naming

o Phonological Awareness

o Social Emotional

o Book and Print

o Writing

• Assessment windows

• Progress reports


Child Progress Monitoring Assessment

Windows

Occurs 3 times per year

Phase 1 Assessment

Beginning of Year (BOY) October 15–November 15

Middle of Year (MOY) January 15–February 15

End of Year (EOY)

April 15–May 15

Phase 2 Observables

Beginning of Year (BOY)

October 16–November 16

Middle of Year (MOY) January 16–February 16

End of Year (EOY) April 16–May 16


Child Progress Monitoring Assessment Areas

Occurs 3 times per year

Phase 1 Assessment

Rapid Letter Naming Assessment

Rapid Vocabulary Naming Assessment

Phonological Awareness Screener

Math Assessment

Phase 2 Observables

Early Writing Checklist Book and Print

Awareness Social/Emotional

Assessment



Things to know about Child Progress Monitoring/Training

• Child Progress Monitoring Assessments take about 20 minutes per child

• Student data is housed on a secure website

• Teachers receive immediate feedback on assessment results through class and individual student reports

• Teachers are issued a netbook to use for child progress monitoring throughout the school year

• Teachers receive 7 clock hours of training

• Reimbursement for Substitute teacher is available , while TSR! teacher is attending Child Progress Monitoring Training. (Up to $75.00)

Child Progress Monitoring Training

Lead Agency Role

• Actively support the TSR! Field Staff to ensure teachers attend the training

• Actively support the Partners in requiring teachers to attend the training


• Require teachers to attend the Child Progress Monitoring Training

• Actively support the teachers to use information from the training

• Support teachers in evaluating assessment data after each assessment window

• Commit to and maintain technology necessary for teachers to complete the assessments and access

reports (internet access)


Child Progress Monitoring Training TSR! Field Staff

• Secure and schedule training facility with appropriate internet connectivity, if appropriate

• Communicate with vendor to set up participant access

• Supply vendor information to set up progress monitoring access for teachers and children

• Support teachers with completing 3 assessments by established deadlines

• Support teachers with using the results generated from assessment data

• Encourage teachers to document recommended activities from reports in their lesson plans

Teacher’s Role

• Attend the scheduled training, if appropriate

• Properly secure and maintain netbook used to administer assessment

• Complete assessments during established assessment windows (BOY, MOY and EOY)

• Obtain and use class summary and individual student information

• Document and implement small group activities based on assessment data



What is School Readiness Integration (SRI) Partnership?

A cost-effective way to develop an integrated approach to bring together school districts, child care providers and Head Start programs in a cohesive service model that dramatically improves early language, literacy, reading, math, and social skills.

In a SRI classroom, a school district positions a certified teacher in a Head Start or child care classroom to provide a minimum of three hours of daily cognitive instruction to eligible students using state-approved instructional materials. School districts may receive ADA funds for eligible prekindergarten students, who are enrolled in the Head Start or child care classroom served.

The key principles driving School Readiness Integration are to ensure:

• preparedness of all children to enter kindergarten on or above grade level

• that children benefit from the full array of public education services

• that solutions are community-based and individualized University of Texas-Houston

Who can be potential SRI Partners?

• Public Pre-Kindergarten Programs/Charter schools

• Local Workforce Commission Boards

• Head Start Providers

• College or University Early Childhood programs

• Private for-profit licensed child care providers

• Nonprofit licensed child-care providers


What are the School Readiness Integration (SRI) Partnership Models? Stacked or Flip/Flop Model – when two programs are offered sequentially to piece together a full day of early childhood education. Concurrent Model – when more than one program is offered simultaneously and each program provides different services to groups of children to enhance and expand early childhood education services. Wraparound Model – when more than one program works together to provide early childhood care in either before or after-school services, or both. Subcontracting Model – when one program subcontracts with another organization to provide specific services to children.


What services could be included in a SRI Partnership?

All services that Pre-K children need in order to successfully participate in the program, such as:

• Classroom instruction

• Transportation to and from school

• Meals during school hours

• Classroom space

• Instructional materials

• Before and after-school care

• Participate in professional development opportunities

• Share resources and supplies


School Readiness Integration Partnership

Lead Agency Role

• Actively support the TSR! Field Staff to ensure the collaborative partnership is utilized, if applicable

• Actively support the Partners in supporting the selected integration plan


• Actively support the integration plan

• Actively support teachers with integration partnerships (i.e. building trust, teams and relationships)

• Encourage the partnership to develop common visions and goals

• Evaluate the implementation of the partnership

• Collaborative evaluate the implementation of the partnership to sustain the integration

http://www.childrenslearninginstitute.org/our-programs/program-overview/TX-school-

ready/documents/PromotingSustainableCollaborations.pdf (Manual for download)

• http://www.childrenslearninginstitute.org/our-programs/program-overview/TX-school-

ready/tools/community_tools.html (website)


http://www.childrenslearninginstitute.org/our-programs/program-overview/TX-school-ready/documents/PromotingSustainableCollaborations.pdf










http://www.childrenslearninginstitute.org/our-programs/program-overview/TX-school-ready/tools/community_tools.html










/*/ School Readiness Integration Partnership

TSR! Field Staff’s Role

• Support partners with implementing the goals outlined in the Memorandum of Understanding (MOU)

• Communicate with partners to leverage all resources, avoiding duplication of services

• Facilitate teachers planning time and collaboration efforts within the partnership

Teacher’s Role

• Actively establish a positive working relationship with all teachers in the project

• Actively work together to organize the daily schedule to ensure the implementation of 3 hours of daily cognitive

instruction

• Plan and implement the approved curriculum to be used with all teachers



What is a Sustainability Plan?

A Sustainability Plan is a comprehensive plan designed to ensure continued

high quality services for early childhood programs and partnerships after the

project ends (i.e., sustaining services using funds other than the grant funds

to sustain the recommended components of the grant). SRI partners will be

integral in developing and sustaining this plan.


What should the Sustainability Plan Include?

The plan should include steps that outline how the TSR! model can be sustained in order to ensure all

children enter kindergarten at or above grade level.

Steps Include

Collaboration between local entities serving prekindergarten children using one or more of the models below:

o Stacked or Flip/Flop Model

o Concurrent Model

o Wraparound Model

o Subcontracting Model

Ongoing professional development for teachers

o Teachers attend local early childhood conferences

o Teachers apply for scholarships to attend local trainings

o Teachers participate alongside partner teachers in trainings

o Project partners provide literacy workshops to extend the CIRCLE training University of Texas-Houston


What should the Sustainability Plan Include (continued)?

• Continue Child Progress monitoring

o Purchase an assessment license directly from vendor

o Provide paper/pencil version of assessment for teachers

o Use a curriculum based assessment

o Create your own school assessment

• Provide knowledgeable early childhood mentor to support classroom teachers

o Utilize the expertise of current staff

o Partners collaborate to share the cost of a mentor or expert staff

o Support the continued professional development of the mentor or expert staff

Sustainability Plan

Lead Agency and Partner’s (Administrators/Directors) Role

• Actively raise public awareness about importance of school readiness and the components needed

to sustain the TSR! model

• Commit to sustaining the project beyond the funding cycle

• Collaborate with community partners to ensure quality implementation of the TSR! model

• Work with partners to develop a common vision and set attainable goals

• Form working relationships with all early childhood entities

• Include all community stakeholders in planning


Sustainability Plan

Teacher’s Role

• Actively raise public awareness about importance of school readiness and the components needed

to sustain the TSR! model

• Continue to sustain the project beyond the funding cycle

• Continue to collaborate with community partners to ensure quality implementation of the TSR!

Model

• Continue to use curriculum and materials provided by the project

• Continue to provide child progress monitoring

• Continue to implement appropriate practices from professional development trainings


Project Management Staff Contact Information

Dr. Susan H. Landry, Director, Children’s Learning Institute University of Texas Health Science Center, Houston 7000 Fannin, Suite 2300 Houston, Texas 77030 713-500-3710 [email protected]

Layne Waxley, Director, Texas School Ready! Project University of Texas Health Science Center, Houston Children’s Learning Institute 7000 Fannin, Suite 1920 Houston, Texas 77030 713-500-3730 [email protected]


Linda Aston University of Texas Health Science Center, Houston Children’s Learning Institute 7000 Fannin, Suite 1920 Houston, Texas 77030 713-500-3837 [email protected]

mailto:[email protected]


Barbara Tuynman University of Texas Health Science Center, Houston 7000 Fannin, Suite 1920 Houston, Texas 77030 713-500-3833 [email protected]

Pauline Monsegue-Bailey University of Texas Health Science Center, Houston 7000 Fannin, Suite 1920 Houston, Texas 77030 713-500-3840 [email protected]

Linda D. Morgan University of Texas Health Science Center, Houston 7000 Fannin, Suite 1920 Houston, Texas 77030 713-500-3750 [email protected]








Miguel Gallegos University of Texas Health Science Center, Houston Children’s Learning Institute 7000 Fannin, Suite 1920 Houston, Texas 77030 713-500-3788 [email protected] Yingchu Velasquez University of Texas Health Science Center, Houston Children’s Learning Institute 7000 Fannin, Suite 1920 Houston, Texas 77030 713-500-3703 [email protected]


