P3 Regional Collaboratives

Introduction

Introduction

With funding from the federal Preschool Development Grant (PDG), we have been able to select district and tribal partners that are ready to increase their P3 capacity by enhancing the effectiveness of their previous foundational work. Through a mentored partnership with MDE and other Regional Collaborative partners we will create a network of P3 initiatives that can model a strong understanding of P3 system building to other districts and communities throughout the state. During the P3 Regional Collaborative-Phase I project, MDE with our partners at DHS and MDH are focusing on the creation of effective collaborative, cross-sector partnerships who will work together to identify and develop P3 continuous improvement processes that are coherent, coordinated, and comprehensive. School district staff with other identified community partners will collaborate so that children and families are supported through cohesive early education and care programs and resources prenatally through grade three.

Objectives

Objectives

There are two foundational objectives for P3 Regional Collaborative Partners:

1. Build district, community, and regional capacity to develop, implement, and evaluate comprehensive, inclusive P3 systems that will lead to improved outcomes for young children and their families.
2. Utilize the P3 Regional Collaborative model as resource hubs so that other schools, districts, organizations and communities can engage with other leaders and hear first-hand about P3 system planning, implementation and evaluation.

P3 Implementation Model

P3 Implementation Model

Visit the Prek-3 Implementation page for more information.

We have created the Minnesota P3 Implementation Model to guide us through this challenging work. We want to share this model with you so that you understand what is guiding our work. In turn, it may also help you as you work to develop your plans (e.g., implementation model, theory of action, strategic plan). As we work together, we will be referencing this model and also examining it for its adeptness at depicting the elements needed for P3 system building and reform. The P3 Implementation Model consists of six dimensions that are listed on the vertical axis of the graphic: Core Elements, Framework Components, Change Conditions, Implementation Drivers, Population Results, and Program Results.

Core Elements: Clarity, coherence, collaboration, and commitment are the foundational ideals that form both the goals and strategies for P3 work. The clarity of P3 work is demonstrated when team members are asked, “What is P3?” and they are able name the key concepts and actions that drive P3 “with ease and specificity.” Through their work with MDE, Michael Fullan and Joanne Quinn helped identify these elements. They are discussed at length in their book Coherence: The Right Drivers in Action for Schools, Districts, and Systems.

Framework Components: On top of the foundational elements are eight components come from The Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches (Kauerz & Coffman, 2013). Each component provides a crucial support for the P3 system. The identified components, help organize P3 work and often are worked on simultaneously as various team members find connections to their work within one or more of the components.

Change Conditions: Using the foundational components, the system reform work of P3 requires this essential layer that explicitly labels the six conditions of change named in, The Water of Systems Change by John Kania, Mark Kramer, and Peter Senge. The first three conditions are labeled Structural Change (explicit), the next two are Relational Change (semi-explicit) and the last, Mental Models, is Transformative Change (implicit). One of the top takeaways is that “systems change is about advancing equity by shifting the conditions that hold a problem in place.”

Implementation Drivers: The “implementation drivers are the key components of capacity and the functional infrastructure supports that enable a program’s success.” Leadership, Competency and Organization are the drivers identified by the National Implementation Research Network (NIRN). Our previous P3 professional learning opportunities have been organized using the drivers—leadership, the professional practice of adults (or the ways in which adults impact children’s learning and development), and system visioning (building, reform, quality, equity, etc.).

Population and Program Result: The Population Result represents the first three goals of World’s Best Workforce, with the recognition that schools have the ultimate responsibility for being ready for children. The Program Result shows that Comprehensive, Inclusive P3 Systems require TEAMWORK!

Sites

Sites

Organization	Goal 1	Goal 2	Goal 3
Burnsville	Establishing a P3 vision taking into account district wide changes (school closures, budget reductions)	PreK-K collaboration including standards alignment and transition planning	Establishing and strengthening community partnerships
Columbia Heights	Provide transition materials to support families as they enroll in our PreK 3, PreK 4 and K	Provide professional development to staff, parents and childcare providers that align with P3 implementation elements.	Provide professional development to staff, parents and childcare providers that align with P3 implementation elements.
Duluth	Build a self-sustaining P-K system	Complete a community needs assessment	Develop more alignment between community partners and ISD 709
Lower Sioux	Create a parent guide that will be given to all parents in the Lower Sioux, Redwood Area School District, and Cedar Mountain School District.	Parent guide will be digitalized on the website with audio sound.	Launch Event will be made to disseminate the guide
Moorhead	Transition from preK to K - communication, family engagement and community partnership	Networking within early learning across district and community providers to braid communication and resources.	Collaborative professional development opportunities across district and community providers.
Owatonna	Leadership Goal: We will build both Kindergarten Readiness and Advisory teams to lead and support successful transition opportunities for incoming kindergarteners.	Organization Goal: We will plan more streamlined outreach and programming to provide opportunties for all families to access our spring Kindergarten Connections Program.	Competency Goal: We will equip educators across both our community and surrounding communities through professional development around supporting children socially, emotionally, and as learners.
Red Lake	Strengthening academic, social, and emotional skills of pre-school children.	Increase the skill sets of parents/families in helping prepare their children for Kindergarten.	Build and maintain a partnership with Red Lake Teen Parenting program.
Redwood Area	Social Emotional Training	New Social/ Emotional Assessment Tool	Connect with local agency SEED to provide same language
Rocori	Strengthen and continue alignment within district vertically and horizontally	Generate resources for all stakeholders for support in school readiness and community partnerships	Shared collaborative program with local childcare providers (in home and center based)
So. St. Paul	Develop a strong transition plan between PreK and K	Improve and align social/emotional learning instructional strategies	Align expectations with community early learning providers
Westbrook-Walnut Grove	Aligning assessments	Grade level ready for each transition	Parent involvement

Resources

Contacts

Contacts

Email Updates

Email Updates

February 24 – PreK to Kindergarten Transitions Symposium – 10:00 to 2:00 (but we’ll likely go until 3:00 as a P3RC group to wrap up our work together)
Please share with your team. Registration closes on Feb 20th. Registration is $15 and includes lunch.

P3 Systems Tool – Mapping Your Early Childhood System
Attached is a tool that was designed to help you develop an understanding of pathways (where children are throughout the P3 continuum) in your community. The image on page two of this document is just an illustration. We know you will make your map much more meaningful and useful!

Find Licensed Child Care Providers in Your District
MDE and Child Care Aware of Minnesota are working together to provide a centralized report service to build stronger partnerships between school districts and community-based licensed child care providers. By completing the attached form , districts can request location data of licensed child care providers within their enrollment area. Child Care Aware of Minnesota’s regional partner agencies will receive notice of a school’s request and provide follow-up services and resources between local child care providers and elementary schools to build collaborations.

Final Checklist
Attached is a checklist that will help you document the completion of all P3RC contract requirements.

January 7, 2020
Updates

• Adam Holland will be at MDE for a training on February 12 & 13 (we will reserve space for P3RCs).
• We are also working to bring in national expertise on transitions. This would likely be the last week in February.

P3RC Sharing and Site Visits

• Please let us know (either via email or during our phone calls) the training/workshops you are providing or participating in that are related to your P3 work. June and I are trying to schedule visits.

Resources

• Engaging School Districts in Early Childhood Collaborations (from Illinois Action for Children). Valuable information, including the stages of collaboration, especially as we work to build/enhance our P3 cross-sector work.
• PreK-3rd Grade Systems: Lessons Learned from New York School Districts. You will definitely see commonalities between what you are working on and what the New York districts worked on. One of the district cases may be particularly helpful to your work. Also, review the executive summary because it lists their “lessons learned” through their P3 work.
• A Powerful Convergence: Community Schools and Early Childhood Education. “The most successful elementary schools partner with community organizations to support young children and their families beginning in early childhood.” There are significant connections between the Community Schools and P3 approaches.

12/23/2019
Resources

• Collective Impact’s most watched webinar was The Six Conditions of Systems Change. We used these six conditions in our P3 Implementation Model. They also include information and webinars on the conditions, like building relationships. This may be a valuable resource for your work.

Survey/Evaluation

Survey/Evaluation

Video Project

Video Project - Drafts

Burnsville

Columbia Heights
Columbia Heights Public Schools P3 Initiative

Duluth
Duluth Public Schools Early Childhood P3 Initiative

Minnesota Elementary School Principals' Association (MESPA)

Minnesota Initiative Foundations (Southern, Northland, West Central)

Moorhead
Moorhead P3 Project

Owatonna
Owatonna Public Schools P3 Overview 2021

Rocori
P3 Video

South St. Paul
South St. Paul Public Schools: Early Learning P3 Initiative