Making a Difference

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.  

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