Mapping the P-3 Continuum - Foundation for Child Development

TABLE OF CONTENTSPageEXECUTIVE SUMMARY 3INTRODUCTION 4NEXT STEPSCRAFT A WORKING DEFINITION OF P-3 4What does P-3 mean? 4Assumptions underlying P-3 4IDENTIFY AND DOCUMENT SPECIFIC EXAMPLES OF P-3AND THEIR EFFECTS 6Four programs in the U.S. 6The French approach to P-3 8ADDRESS FINANCING AND GOVERNANCE ISSUES IN P-3 9ADDRESS THE RECRUITMENT, PREPARATION, DEVELOPMENT,AND RETENTION OF TEACHERS AND LEADERS FOR P-3 9What do P-3 classrooms look like in the U.S.? 9Teacher preparation 10SUPPORT RESEARCH ON THE EFFECTS OF P-3 ONCHILD OUTCOMES 10What we know 10What do we need to know? 11IDENTIFY KEY LEVERAGE POINTS AT THE NATIONAL, STATE,AND LOCAL LEVELS TO MOVE A P-3 AGENDA 11MARKET THE IDEA OF P-3 THROUGHSTRATEGIC COMMUNICATIONS 12WORK WITH COLLEAGUE FUNDERS ANDPOTENTIAL PARTNERS 122