The document outlines a framework for enhancing school readiness through effective early childhood education practices and assessment methods, such as the Classroom Assessment Scoring System (CLASS) and the Learning Assessment Profile (LAP-3). It emphasizes the importance of teacher-child interactions, professional development, and specific action plans for improving instructional support in Head Start programs. The document also provides data on student performance and recommendations for areas needing improvement, particularly in language and literacy skills.

1. EDUCATION REPORT

2. FRAMEWORK FOR EFFECTIVE PRACTICE
SUPPORTING SCHOOL READINESS FOR ALL CHILDREN
FOCUS ON
FOUNDATION

3. CLASSOOM ASSESSMENT
SCORING SYSTEM (CLASS)

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. 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. 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. 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. AVERAGE CLASS SCORES FOR
2012 HEAD START REVIEWS
Emotional Support – 5.90
Classroom Organization – 5.45
Instructional Support – 2.98

9. AVERAGE CLASS SCORES FOR
2013 FROM EDUCATION SPECIALISTS
Emotional Support – 5.98
Classroom Organization – 5.58
Instructional Support – 4.32

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. LEARNING ASSESSMENT PROFILE
– THIRD EDITION(LAP-3)

12. FRAMEWORK FOR EFFECTIVE PRACTICE
SUPPORTING SCHOOL READINESS FOR ALL CHILDREN

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. 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. AREAS OF STRENGTH FOR OUR STUDENTS
DOMAINS:
•
•
•
•
•
Approaches to Learning
Creative Arts Expression
Physical Health & Development
Social & Emotional Development
Social Studies Knowledge & Skills

16. AREAS FOR IMPROVEMENT FOR OUR
STUDENTS
DOMAINS:
•
•
•
•
Language & Development
Literacy Knowledge & Skills
Math Knowledge & Skills
Science Knowledge & Skills

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. 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. 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. 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. CREATIVE CURRICULUM

22. FRAMEWORK FOR EFFECTIVE PRACTICE
SUPPORTING SCHOOL READINESS FOR ALL CHILDREN

23. Copyright 2004, Teaching Strategies,
Inc.

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. EVALUATING: USING THE
DEVELOPMENTAL CONTINUUM
I
II
III

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. 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. 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. PROFESSIONAL DEVELOPMENT
Technical
Assistance
Study Groups
Co-Teaching
Materials
Practice-Based
Coaching
Consultation
Mentoring
Communities
of Practice