Presenters: Leticia Young, MSHS Infant and Toddler Education Director

1. The Head Start Child Development and Early Learning FrameworkA Focus on School Readiness for Infant and Toddler ChildrenAugust 19, 2014RGV Pre-Service Presenters: Leticia Young, MSHS Infant and Toddler Education Director Joanna Coronado, URGV Infant and Toddler Child Development Coordinator Jose Casarez, LRGV Infant and Toddler Child Development Coordinator

2. Promoting Positive Outcomes in Early Childhood Programs Serving Children 0-5

3. Head Start Child Development and Early Learning Framework • Provides Head Start and other early childhood programs with a description of the developmental building blocks that are most important for a child’s school and long-term success. • Head Start children are expected to progress in all the areas of child development and early learning outlined by the framework. • Head Start programs also are expected to develop and implement a program that ensures such progress is made.

4. What is the Role of the Framework? 1. Outlines the essential areas of development used by HS programs to establish and align school readiness goals. 2. Align curriculum and assessment to framework. 3. Assess, monitor, and report children’s progress. 4. Plan for improvement.

5. What is Our Role? • Agency • Region • Center • Classroom

6. TMC’s School Readiness Definition Upon school entry, children who participated in TMC’s programs will demonstrate age-appropriate cognitive development, physical and health development, language and literacy development, social and emotional development, and development in their approaches to learning.

7. Conceptual Framework for Programs Serving Infants , Toddlers and their Families

8. School Readiness Framework Based on OHS Child Development and Early Learning Framework 11 domains 37 elements

9. The Role of the Framework in Curriculum Decisions • Developmentally Appropriate • Research based • Aligned to Framework • Teaching must be intentional, purposeful, scaffold instruction based on developmental levels • On-going assessment

10. The Role of the Framework in Assessment Decisions • Reliable and valid • Developmentally, Linguistically and culturally appropriate. • Aligned with Framework and Early Learning Guidelines

11. The Role of the Framework in Data • Serves as a lens for analyzing data • Understand children’s progress • Identify areas of strengths and needs • Monitor Progress • Report outcomes results • Plan for improvements • Plan for Professional Development

12. Effective Everyday Practice Framework Highly Individualized Teaching and Learning Ongoing Child Assessment Research-Based Curriculum and Teaching Practices Engaging Interactions and Environments National Center on Quality Teaching & Learning (NCQTL)

13. Foundation- Engaging Interactions and Environments • Well-organized classroom – routines, learning centers, guidance strategies, stability • Social and emotional support – positive climate, responsive, acknowledge emotions, redirect challenging behavior, positive peer relationships • Instructional interactions and materials – extend thinking, problem solving, conversational skills, vocabulary, feedback, analyze and reason

14. 1st Pillar - Research-Based Curriculum and Teaching Practices • Research based curriculum supportive of school readiness goals • Provides guidance as to what to teach (content) and how to teach (learning experiences and strategies)

15. 2nd Pillar - Ongoing Child Assessment • Help children achieve school readiness and individual learning goals. • Keep track of how the children are doing. • Assessment information helps monitor progress- both for individual children and for the program as a whole. • Assessment Information needs to be valid, reliable and useful (i.e., the results should inform curriculum and instruction).

16. Roof - Highly Individualized Teaching and Learning • Children vary in skills, knowledge, backgrounds, and abilities • Effective instruction for all children, including children with disabilities • Individualization - use ongoing assessment to plan instruction • Engage ALL children

17. 2nd Pillar - Ongoing Child Assessment Informs instruction and facilitates program evaluation.

18. Data Collection in the Classroom • Assessment tools: • Infants and toddlers – E-LAP • Preschool – LAP-3 • Checkpoints: • Programs in operation 90 days or more assessed 3 x’s/program year (beginning, middle, end) • Programs in operation less than 90 days assess 2 x’s/program year (beginning, end) • Teachers print out child’s report that identifies strengths and needs and share with parents. • Teachers and parents develop individualized goals based on needs. • Teachers use this information to alter the learning environment to address the children’s strengths and needs.

19. The Assessment Cycle ASSESSMENT Collecting Data Parent Information Teacher Observations Red-e-Learner Child Report Red-e-Learner Class Summary Lesson Plans TEACHING Bringing Learner to New Understandings EVALUATION Determining Next Learning Step Implementation of Lesson Plan/Individualization Child/Classroom Needs PLANNING Choosing Resource And Approach Curriculum Resources Materials

20. Activity #1 • Analyze child outcome report • Identify area of needs

32. Data Collection at the Center • Child Development Advocates (CDAs) conduct monthly classroom observations for all teachers in order to assist teachers and provide guidance, mentoring, and technical assistance as needed. • CDAs monitor children’s and teacher’s progress toward school readiness on a regular basis through lesson plans, Individual Child Development Plans, and classroom observations. • CDAs analyze PS teacher (CLASS) and child outcomes by classroom and center at collection points. Observe I/T Teachers • Centers identify strengths, needs, and develop plan of actions for the teacher/center. • Child outcome reports are shared with center staff and parents.

33. The Mentoring Cycle ASSESSMENT Collecting Data Environment Checklist (DECA) Observation Form (ED 017) Red-e-Learner Class Summary Lesson Plans TEACHING Bringing Learner to New Understandings EVALUATION Determining Next Learning Step Implementation of Plan Teacher Needs PLANNING Choosing Resource And Approach Mentoring Approach

34. Data Collection for the Regions • Child Development Coordinators (CDCs) compile and analyze children and PS teacher outcomes from the centers and identify strengths and needs in order to develop a plan of action. • Regional staff assists centers in setting goals for their classrooms/centers and provide training and technical assistance if needed to specific classrooms and/or centers. • Results are shared with parents and the community.

35. Data Collection for the Agency • Early Childhood Directors (ECDs) gather and analyze children and PS teacher outcomes from all regions and identify strengths, needs and develop a plan of action. • ECDs evaluate program’s progress towards goals and provide direct continuous improvement in: 1) school readiness goals; 2) program curriculum, instructional plans and practices; and 3) professional development and design. • ECDs respond to T/TA requests from the regions. • Results are shared with governing bodies, community, and the Office of Head Start.

36. Program Head Start OutcomesReport

37. 1307.3 Basis for determining whether a Head Start agency will be subject to an open competition. 1307.3 (c) (1) (i)(ii)(iii) (c) An agency has been determined during the relevant time period covered by the responsible HHS official's review under § 1307.7: (1) After December 9, 2011, to have an average score across all classrooms observed below the following minimum thresholds on any of the three CLASS: Pre-K domains from the most recent CLASS: Pre-K observation: (i) For the Emotional Support domain the minimum threshold is 4; (ii) For the Classroom Organization domain, the minimum threshold is 3; (iii) For the Instructional Support domain, the minimum threshold is 2;

38. 1307.3 (c) (2) (2) After December 9, 2011, to have an average score across all classrooms observed that is in the lowest 10 percent on any of the three CLASS: Pre-K domains from the most recent CLASS: Pre-K observation among those currently being reviewed unless the average score across all classrooms observed for that CLASS: Pre-K domain is equal to or above the standard of excellence that demonstrates that the classroom interactions are above an exceptional level of quality. For all three domains, the “standard of excellence” is a 6.

39. Desired Outcomes • Improve teacher outcomes; • Build capacity of reliable staff; • Monitor all preschool classrooms; • Engage in regular classroom observations; • Support social and academic outcomes of children;

40. Desired Outcomes Cont. • Align professional development to CLASS data results; • Evaluate curriculum, instructional programs and strategies; • Use data to analyze individual, classroom, and programmatic; • Promote family engagement and provide a seamless transition;

41. Discussions/Questions