Improving Teaching Quality in Kindergarten: The impact of a Coaching Initiative February 19, 2016 Presentation to Eastern Education Research Association Shannon Riley-Ayers & Alexandra Figueras-Daniel

Research Question Does data-driven small-scale coaching result in improved classroom quality in kindergarten?

Sample: The Schools Early childhood classrooms 65% Hispanic Language Arts and Literacy block: 88 minutes Mathematics: 78 minutes Several assessments used for data-driven instruction Monolingual classrooms (8) and transitional classrooms (9) Varying levels of administrative support

Sample: The Teachers 17 teachers volunteered to participate in a pilot program of implementation of Kindergarten guidelines 9 teachers have an MA: (2) administration, (2) ECE, and (6) ESL/Bilingual Mean years of teaching experience in K: 8.56 ( )

Classroom Quality Data The Assessment of Practices in Early Elementary Classrooms (APEEC; Hemmeter, Maxwell, Ault & Schuster, 2001) –Physical Environment –Instructional Context –Social Context

Classroom Quality Data Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA; Freedson, Figueras & Frede, 2009) –Gathering background information –Cultural inclusion –Curriculum content –Supports for home language and English acquisition –Social-emotional supports and classroom management –Assessment

Assess the current practices and environments of Kindergarten classrooms Develop pathways for growth New Jersey Kindergarten Implementation Guidelines Average 19 hours of contact time with coach (Range: 10-26) –8 months of support –PLCs –Administrator monthly meetings Intervention

Analyses and Results Paired T-tests No difference between monolingual and transitional classrooms Overall APEEC scores –Fall: 2.74 (range ) –Spring: 3.62 (range ) Overall CASEBA scores –Fall: 1.87 (range ) –Spring: 2.21 (range )

APEEC: Physical Environment ITEMFallSpringP Value Display of Child Products 3.35 ( ) 4.29 ( ).038* Classroom Accessibility 3.88 ( ) 5.35 ( ).005** Health and Classroom Safety 3.47 ( ) 2.59 ( ).031*

APEEC: Instructional Context ITEMFallSpringP Value Use of Computer 2.53 ( ) 3.76 ( ).004* Monitoring Child Progress 3.71 ( ) 5.59 ( ).001* Teacher-Child Language 2.88 ( ) 4.65 ( ).001** Integration of Breadth of Subjects 1.00 ( ) 2.35 ( ).002**

APEEC: Social Context ITEMFallSpringP Value Children’s Role in Decision- Making 1.59 ( ) 2.88 ( ).007** Appropriate Transitions 2.35 ( ) 4.24 ( ).004**

CASEBA Results Scores on gathering background information increased significantly Items around talk increased because the opportunities to engage in talk with children were more frequent Supports for home language showed no change

Responses from Participating Teachers (Direct Quotes) I think the free range that we were given to just go ahead and do it really helped. It wasn’t that limitation we were given. We were given, use your discretion and make the changes you see best fit for your students. During center time, he's not a discipline problem. It just seems like it's a nicer atmosphere. It's just a nicer atmosphere. And the thing that happened, too, that shocked me, is they adjusted to it in a day.

Next Steps/Support Well, the rest of the district needs to align if the guidelines are to be successful in kindergarten. For example, the first grade curriculum may need to be adjusted, SGOs need to be a little more realistic, and the TerraNova is hugely stressful for the students. And the teachers. And also materials and furniture would need to be provided in order to better implement the guidelines.

Study Considerations Limitations –Small sample size –No comparison group –No collected student data at this time Strengths –Change in classrooms to DAP –Small amount of time for intervention –Policy changes in district –Longitudinal

Contact Information Shannon Riley-Ayers Alexandra Figueras-Daniel National Institute for Early Education Research –Nieer.org Center on Enhancing Early Learning Outcomes –Ceelo.org