Education and childhood development plan (12.2.13)

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Here is a rough draft of a PowerPoint that will be presented to the Policy Council in January. The primary objective of the PowerPoint will be to explain the Classroom Assessment Scoring System (CLASS) and the Learning Assessment Profile - Third Edition. At the same time, the PowerPoint describes the curriculum that is being used in our early childhood programs.

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  • Teachers and caregivers experience a range of professional development opportunities. The Professional Development (PD) Tree represents some of these experiences.The PD Tree represents supports that can be used to help teachers implement quality teaching and learning experiences. PD supports can help teachers learn how to use high-quality activities as a context for teaching content aligned with the Head Start Child Development and Early Learning Framework.Although the tree shows PD practices that will help teachers implement quality teaching and learning experiences, the ultimate goal of these PD experiences is to promote children’s learning and their school readiness
  • Education and childhood development plan (12.2.13)

    1. 1. EDUCATION REPORT
    2. 2. FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN FOCUS ON FOUNDATION
    3. 3. CLASSOOM ASSESSMENT SCORING SYSTEM (CLASS)
    4. 4. NICHD STUDY REVEALS GAPS IN EFFECTIVENESS ►The effectiveness of early teacher-child interactions positively impacts children’s cognitive development, wit the effects lasting through the 3rd grade. ►In Pre-K classrooms, a small percentage of teacher-child interactions were rated highly effective.
    5. 5. THE THREE DOMAINS OF THE CLASSROOM ASSESSMENT SCORING SYSTEM (CLASS) Emotional Support Domain Instructional Support Domain Classroom Organization Domain • How teachers help children develop warm, supportive relationships with teachers and peers • How teachers help children develop willingness to accept cognitive and social challenges • How teachers help children develop appropriate levels of autonomy • How teachers help children learn to solve problems, reason, and think • How teachers use feedback to expand and deepen skills and knowledge • How teachers help children develop more complex language skills • How teachers help children develop skills to help them regulate their own behavior • How teachers help children get the most out of each school day • How teachers help children maintain interest in learning activities
    6. 6. ABSOLUTE THRESHOLD As part of the re-competition process, the Office of Head Start has established minimum CLASS thresholds. Grantees with average scores across the program that do not meet these targets will need to re-compete for funding. Grantees with average CLASS scores below the established minimum on any of the three CLASS domains are required to re-compete for funding. These thresholds are: Emotional Support – 4 Classroom Organization – 3 Instructional Support – 2
    7. 7. RELATIVE THRESHOLD The Office of Head Start established a relative threshold; grantees with average scores in the lowest 10% in any domain are required to re-compete for funding. In 2012, the lowest 10% of CLASS scores by domain were less than or equal to: Emotional Support – 5.4926 Classroom Organization – 4.8571 Instructional Support – 2.1923
    8. 8. AVERAGE CLASS SCORES FOR 2012 HEAD START REVIEWS Emotional Support – 5.90 Classroom Organization – 5.45 Instructional Support – 2.98
    9. 9. AVERAGE CLASS SCORES FOR 2013 FROM EDUCATION SPECIALISTS Emotional Support – 5.98 Classroom Organization – 5.58 Instructional Support – 4.32
    10. 10. PLAN OF ACTION TO SUPPORT TEACHERS IN CLASS • Center Supervisors conduct CLASS observations on each teacher two times a school year, once in the Fall and once in the Winter. • Professional Development Days have been designated, and educators meet twice a month to receive assistance in the domain of instructional support. • Education Specialists conduct CLASS observations on each teacher two times a school year, once in the Fall and once in the Winter. • A Professional Video Library has been created so that teachers who need improvement can observe strong teacher teams. • Teachers who need support have been targeted with individualized technical support.
    11. 11. LEARNING ASSESSMENT PROFILE – THIRD EDITION(LAP-3)
    12. 12. FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN
    13. 13. LEARNING ASSESSMENT PROFILE – THIRD EDITION ►The Learning Assessment Profile – Third Edition is a developmental tool used by Shelby County Head Start that provides a systematic method for observing, recording, and evaluating each child’s growth and development for planning individual learning experiences. ►Teachers assess during three assessment periods: (a) beginning in October until November; (b) beginning in late February until the end of March; and (c) beginning he first week of April until mid-May. ►Throughout the process, teachers maintain a portfolio of each child’s work samples during the observations periods and anecdotal notes supporting the child’s progress.
    14. 14. EXAMINING THE LAP-3 DATA Domain Beg. 81.59 88.62 70.58 84.12 84.39 Approaches to Learning 60.77 74.74 82.46 Logic & Reasoning 51.9 67 75.93 Language & Development Range of Scores Pink 0-25 Yellow 26-50 Green 51-75 Blue 76-100 Orange Increase Purple Decrease 65.87 Social & Emotional Dev. Color Final Physical Health & Dev. KEY Mid 49.19 60.72 69.56 Literacy Knowledge & Skills 42.2 55.8 65.81 Mathematics Knowledge Skills 41.48 54.88 64.45 Science Knowledge & Skills 48.79 62.1 71.38 Creative Arts Expression 52.44 71.79 81.81 Social Studies Knowledge Skills 47.98 61.26 70.4 Recommendation(s)
    15. 15. AREAS OF STRENGTH FOR OUR STUDENTS DOMAINS: • • • • • Approaches to Learning Creative Arts Expression Physical Health & Development Social & Emotional Development Social Studies Knowledge & Skills
    16. 16. AREAS FOR IMPROVEMENT FOR OUR STUDENTS DOMAINS: • • • • Language & Development Literacy Knowledge & Skills Math Knowledge & Skills Science Knowledge & Skills
    17. 17. EXPECTATIONS ABOUT LAP-3 DATA ►Provide explicit instruction in language & development, literacy knowledge & skills, math knowledge & skills, and science knowledge & skills in all classrooms. ►Review LAP-3 data at the end of each cycle and monitor individualization. ►Refer students based on LAP-3 data from the BOY and/or MOY. ►Set up peer observations so that teachers can view best practices from their peers. ►Arrive at the 76-100 range for all domains by the end of the school year.
    18. 18. OCTOBER IN-SERVICE DAYS • In-Service Days were scheduled on October 7, 2013 through October 9, 2013. • The Children’s Museum of Memphis (CMOM) served as a host to our teachers and teacher assistants for part of the days on October 7, 2013 and October 8, 2013 • Teachers and teachers assistants learned how to improve science and math instruction during workshop sessions at CMOM.
    19. 19. INSERVICE DAY FOR OCTOBER 7TH 8:30 AM – 12 PM @ CMOM October 7, 2013 1:30 PM – 3:30 PM Home Visits 7:30 AM – 3:30 PM Home Visits Hollywood, MLK, St. William, Hillview, Hanley, Gaston, Renaissance, and Whitehaven Hollywood, MLK, St. William, Hillview, Hanley, Gaston, Renaissance, and Whitehaven Cottonwood, Delano, Dunbar, Levi, Raineshaven, Riverview, Ross, Covington Pike, and Georgian Hills
    20. 20. IN-SERVICE DAY FOR OCTOBER 9TH ►All teachers and teacher assistants reported to the Teacher Learning Academy on October 9th. ► The following sessions were presented: Building Vocabulary; Teacher-Child Interaction; and Math and Science. ► The following was a schedule for the day: Session 1--8:30am-10:15am Session 2 --10:30am-12:15pm Lunch--12:30pm--1:45pm Session 3--2:00pm-3:45pm Wrap up--4:00pm-4:15pm
    21. 21. CREATIVE CURRICULUM
    22. 22. FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN
    23. 23. Copyright 2004, Teaching Strategies, Inc.
    24. 24. THE DEVELOPMENTAL CONTINUUM 50. Writes letters and words Uses letters that represent sounds in words Writes recognizable letters, especially those in own name Uses scribble writing and letter-like forms Forerunners: Scribbles with crayons; experiments with writing tools; draws simple pictures to represent something
    25. 25. EVALUATING: USING THE DEVELOPMENTAL CONTINUUM I II III
    26. 26. PLAN OF ACTION TO SUPPORT TEACHERS WITH CREATIVE CURRICULUM • All teachers and teacher assistants arrive at 7:30 AM on a daily basis so that they have a full hour each day to finalize lesson plans as a team.
    27. 27. IN THIS CLIP, THE TEACHER… Encourages the child to express her ideas on climbing and making lemonade . Builds on the child’s interest by asking questions about how she makes lemonade and who she was with when she made it. Supports children’s Logic & Reasoning Skills Supports children’s Language Development
    28. 28. PROVIDE CHOICES • Provide children with choices. For Example: When the teacher plans an activity to use number cards to practice counting, she provides choices in how to do this. Some may practice matching with lily pads, others may put them in order, etc.
    29. 29. PROFESSIONAL DEVELOPMENT Technical Assistance Study Groups Co-Teaching Materials Practice-Based Coaching Consultation Mentoring Communities of Practice

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