The B-3 Interagency Council is a legislatively created and appointed joint council between the NC Department of Health and Human Services and the NC Department of Public Instruction with a charge to establish a vision and accountability for a birth through third grade system of early education that addresses all of the following:
- Standards and assessment: Using high-quality, developmentally appropriate standards and assessments that: 1) address all domains of young children’s development and learning; 2) are aligned from early childhood programs through the early elementary grades; 3) assess students’ strengths; 4) communicate with families about their children’s development and needs; and 5) help teachers, schools, communities and state leaders identify the best supports for young children’s successful progress.
- Data-driven improvement and outcomes, including shared accountability measures such as the NC Pathways to Grade-Level Reading: Using quality data to inform effective implementation of strategies to support development and learning, as well as using data to measure progress toward goals for children. The NC Pathways to Grade-Level Reading is a partnership that has developed a set of proposed, shared “measures of success” to track how NC is meeting whole-child outcomes that lead to reading proficiency by 3rd grade.
- Teacher and administrator preparation and effectiveness: Ensuring higher education, continuing education, and other professional development programs and strategies are effectively preparing teachers and administrators to meet the specific developmental and educational needs of birth through 3rd grade children.
- Instruction and environment: Ensuring implementation of high-quality, aligned curriculum, instructional practices, and learning environments that support how young children learn and develop, including, for example, play, exploration, movement, and positive interactions with teachers and peers.
- Transitions and continuity: Ensuring effective transitions for young children from year to year, including from preschool experiences into kindergarten and through the early grades. Attention to transitions ensures continuity for children, helps adults better meet children’s individual needs, and supports a positive trajectory of learning and development.
- Family engagement: Implementing strategies in early learning programs and elementary schools that promote meaningful family engagement within those programs/schools and ensure that families and early educators are true partners in supporting children’s learning.
- Governance and funding: Establishing state governance that supports a coordinated/integrated birth through 3rd grade system of early education, as well as securing a level of funding sufficient to support the system and meet all children’s early learning and development needs to ensure grade-level proficiency at 3rd grade.
Please take a few minutes to share your thoughts on priorities and opportunities for the first two years of the Council’s work by completing this survey by no later than December 8, 2017.