College Readiness Report Supplement: A Closer Look at Dual ...
CL-2: A CLOSER LOOK at School Readiness: What Does it Mean ...
Transcript of CL-2: A CLOSER LOOK at School Readiness: What Does it Mean ...
CL-2: A CLOSER LOOK at School Readiness:
What Does it Mean for EHS?
This will be a working session. Participants in this Closer
Look should bring the School Readiness goals from their
program (if written). Participants may also want to
bring a copy of their program’s assessment tool and
curriculum.
Thank you!
SUPPORTING SCHOOL READINESS GOALS
BIRTH TO AGE 5 – JUNE, 2012 CARLA PETERSON & SANDRA PETERSEN
YOU MIGHT BE ASKING…
I work with infants and toddlers. Isn’t it tooearly to think about school readiness?OrWhere does this program begin withschool readiness?
OrA lot is going on – but it doesn’t seemto hang together. What is missing here?
OrThis program is doing really well! What else can they do related to school readiness?How can they be a leader in the state?
TIME FOR THE BRAIN …
• Simple circuits come first, complex circuits build on them
• Genes provide the blueprintExperiences influence whether the genes will be expressed
• A strong or weak foundation is laid for all later learning
• Center for the Developing Child• Developingchild.Harvard.org
1• Adopt and align established OHS child goals from the Early Learning Framework
• EHS and MSHS programs use the five essential domains, the inner circle
2• Create and implement a plan of action for achieving goals
3• Assess child progress on an ongoing basis and aggregate and analyze data 2‐3 times per year
4• Examine data for patterns of progress for groups of children in order to develop and implement a plan for program improvement
The Head Start Child Development and Early Learning Framework
The Head Start Child Development and Early Learning Framework
Promoting Positive Outcomes in Early Childhood Programs Serving Children 3‐5 Years Old
The Framework represents the foundation of the Head
Start Approach to School Readiness. It aligns with and
builds from the five essential domains of school
readiness identified by the National Education Goals
Panel (see inner circle) and lays out essential areas of
learning and development. The Framework can be used
to guide curriculum, implementation, and assessment
to plan teaching and learning experiences that align to
school readiness goals and track children's progress
across developmental domains. The domains � and
domain elements � apply to all 3 to 5 year olds in Head
Start and other early childhood programs, including
dual language learners and children with disabilities.
Five Essential Domains
• Physical Development and Health• Social and Emotional Development• Language and Literacy• Approaches to Learning• Cognition and General Knowledge
Do You Wonder Where to Start?
Step 1
1
• Adopt and align established OHS child goals from the preschool Early Learning Framework
• For EHS, create goals with family, align with IT/ELGs
– Determine if and how program curriculum targeted knowledge (align) address established goals
• Question: Is this the right curriculum/mix of curricula?
– Determine if and how ongoing child assessment tools and procedures (align) address established goals
• Question: Are they measuring what they intend for children to learn? For families to achieve?
Step 1 – Product and Process
“Focus on math” — Too broad/hard to measure— Is this the teacher or the child?
“Children will use math in every day routines to count, compare, relate, pattern and problem solve.”
– Observable– Measureable– Aligns with state ELGs at 60 months– Can be aligned with assessment items
• Child uses number names while counting to 10 • Child counts 10 objects with accuracy
School Readiness Goals: Are They Observable and Measurable?
“Promote social emotional development” – also too broad
“Children will develop positive adult-child and peer relationships.”
– Observable– Measureable
Can be aligned with assessment items– Shows interest in peers– Interacts with peers– Follows suggestions by a peer about how to
proceed with play
School Readiness Goals
“ It’s called “ Head Start School and Early Head Start Readiness goals”
What do Early Head Start School Readiness
Goals look like??????How many?
How lengthy?
Percentages?
Example School Readiness Goals
Preschool Physical Well-being and Motor Development Goals (3)
• Children will demonstrate control of large muscles for movement, navigation and balance
• Children will control small muscles for such purposes as using utensils, self-care, building, writing and manipulation
• Children will identify and practice healthy and safe habits
Motor Development Goal – Birth to 5
• Young Infants -- will coordinate some movement of body parts
• By 18 months -- will move in a variety of ways
• By 36 months -- will confidently use a large variety of movements for play andto achieve goals
• By 5 years -- will demonstrate control of large muscles for movement, navigation and balance
Preschool Social Emotional Goals (4)
• Children will engage in positive adult-childrelationships and interactions
• Children will engage in positive peerrelationships and interactions
• Children will display levels of attention, emotion, and behavior in the classroom that are appropriate to the situation and the supports available
• Children will learn and internalize (follow) classroom, rules, routines, and directions
Social and Emotional Goal – Birth to 5
• Young Infants -- will attend to interactions with adults and develop attachment relationships with one or more adults
• By 18 months -- will relate to adults as they function in a variety of roles
• By 36 months -- will understand that others have thoughts, feelings, and preferences that are different from their own
• By 5 years -- will engage in positive adult-child relationships and interactions
Preschool Language and Literacy Goals (4)
• Children will use and comprehend increasingly complex and varied vocabulary
• Children will use and comprehend oral language for conversation and communication
• Children can identify and discriminate the sounds within words, as separate from the word itself
• Children use and understand print as a meaningful and organized symbolic system of communication
Language and Literacy Goal – Birth to 5
• Young Infants – will communicate through expressions, gestures, sounds, words, and signs
• By 18 months -- will communicate with language
• By 36 months – use language to tell about events
• By 5 years -- will use and comprehend increasingly complex and varied vocabulary
Preschool Approaches to Learning Goals (3)
• Children will show an interest in varied topics and activities, an eagerness to learn, creativity, and independence in their interactions with activities and materials
• Children will demonstrate persistence and sustained attention when working with materials, activities, and information
• Children learn and use words and concepts that parallel the information available in activities and materials
Approaches to Learning Goal – Birth to 5
• Young Infants – will regulate and prolong attention
• By 18 months -- will maintain interest in interactions or exploration during waking hours
• By 36 months – will maintain attention long enough to complete activities and experiences that interest them
• By 5 years -- will demonstrate persistence and sustained attention when working with materials, activities, and information
Preschool Cognition andGeneral Knowledge Goals (3)
• Children will use math regularly and in every day routines to count, compare, relate, identify patterns and problem solve
• Children use observation, manipulation, asking questions, making predictions, and developing hypotheses to gain a better understanding of information and activities in their surroundings
• Children will increase their skills in remembering information and in being aware of their own thinking
Cognitive Goal – Birth to 5
• Young Infants -- will remember that people and objects exist even when they are out of sight (person or object permanence)
• By 18 months -- will use understanding of cause and effect to predict events and solve problems
• By 36 months -- will predict what will happen next and have ideas about what caused an event
• By 5 years -- will use observation, manipulation, asking questions, making predictions and developing hypotheses to gain a better understanding of information and activities in their surroundings
Family Engagement
• Solicit input• Share plan and
progress• Engaged in
planning for their children
Staff and Community Buy In –Close the Achievement Gap
STEP ONE
Establish School Readiness Goals
Do they address the Five Essential Domains?
Do they accurately reflect child development and the families being served?
Can I observe them?
Can I measure how close we are getting to them?
STEP 2
2
•Create and implement a plan of action for achieving goals
STEP TWO
Planning and implementing
Family Engagement Framework
School Readiness In Action
• Young infants (by 9 months) are able to:– Regulate and prolong attention– Remember past events– Bring curiosity, collection of information, problem
solving• Indicators – the infant
– Is awake and alert for increasing amounts of time– Shows interest in other people, objects, and
his/her own body– Begins to predict steps of routines– Uses different actions/modalities in exploring
objects and interacting with people
Engaging Families In School Readiness
• Programs support families in recognizing, understanding and encouraging these foundational skills
• Parents demonstrate sensitivity and responsiveness through– Engaging interactions during waking periods– Providing predictable routines and
environments– Providing safe opportunities to explore
objects and play with people
• Do you have a plan of action?• Do you have a written plan for children (e.g.,
curriculum, school schedule, home visit schedule, assessment schedule)?
• Do you have a written plan for families (e.g., schedule of parent education events, schedule of family service worker visits, distribution of family newsletters, etc.)?
• Do you have a written plan for your program as a whole (e.g., professional development plans, in-service days, policy council meetings, etc..)?
CHECKLIST FOR STEP 2
STEP 3
3
•Assess child progress on an ongoing basis and aggregate and analyze data 2‐3 times per year
Using data to inform teaching: the Assessment‐Instructional Cycle
Observation
Documentation
Interpretation ‐ Hypothesis setting
Instruction/Experiences
CHECKLIST FOR STEP 3
• Have we prepared a data collection plan that is appropriate to our questions and goals?
• Do we provide training and support for data collectors?
• Is data collection embedded within ongoing activities as appropriate?
• Are data collection efforts distributed across the year at appropriate times?
• Do we have a data analysis plan?
• Do we meet our data collection and analysis timelines for Office of Head Start reporting and to meet local program requirements?
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CHECKLIST FOR STEP 3
CHECKLIST for sharing information.
• Do we have a plan for sharing data with:– Teachers – Parents– Staff – Policy councils/Community stakeholders?
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STEP 4
4
• Examine data for patterns of progress for groups of children in order to develop and implement a plan for program improvement
• Do we regularly, or at least 3 times a year, examine our data in relation to goals?
• Are our children making good enough progress?
• Are our families gaining knowledge and skills to support their children’s development and learning?
• Is our program implementing practices that support child and family progress?
• Are we meeting our program school readiness goals?
• Should we revise goals and practices based on data?
CHECKLIST FOR STEP 4
4. EXAMINE DATA FOR PATTERNS OF PROGRESS FOR GROUPS OF CHILDREN IN ORDER TO DEVELOP AND IMPLEMENT A PLAN FOR
PROGRAM IMPROVEMENT
Looking at the patterns of progress and outcomes for groups of children by (for starters)
– Age– Gender– Language groups– Attendance
KEY CONCEPT: GROWTH OVER TIME
• Where are children’s scores relative to:– Their own scores earlier in the year?– Other children in Head Start or norms at
different points in the year?
• Do different subgroups show different patterns of growth?
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TRANSITION TO KINDERGARTEN
ENSURING HIGH QUALITY PROGRAMS AND SUPPORTING SCHOOL READINESS
• It’s a big job! Let’s work together!!
5 ESSENTIAL DOMAINS
• Physical Development and Health
• Social and Emotional Development
• Language and Literacy
• Approaches to Learning
• Cognition and General Knowledge
What was difficult?
What questions did this raise?
LET’S GO BACK TO THE BRAIN …
Serve and Return
Is your staff ready?