FirstSchool : Improving the PreK-3 rd Grade School Experience of African-American, Latino, and Low Income Children Looking Back and Looking Ahead: Developing.

Slides:

Advertisements

Similar presentations

Improving preparation of early learning providers at UW March 26, 2013 Dr. Gail Joseph, Associate professor, UW Early Childhood and Family Studies.

Advertisements

1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap International.

Early Language and Literacy Classroom Observation ELLCO

DELAWARE EARLY LITERACY INITIATIVE Dr. Jim J

Core Pre-K Standards Review & Comment

Communities of Learning in Early Childhood Education. Supporting reciprocal relationships with refugee parents. Dr. Jens J. Hansen & Anna Jo Perry CLESOL,

Developmentally Appropriate Practice

Focus on Instructional Support

Parents as Partners in Education

PGCE FP/IP Research Conference 28 th October 2014 Debbie Stott.

André Durham, University of North Carolina, Chapel Hill Sara Rimm-Kaufman, University of Virginia Temple Walkowiak, University of Virginia Tashia Abry,

Individual Approaches to Building Emotional Support in Pre-K Classrooms Maryam Irshad UVA RPES Summer Undergraduate Research Program Mentors: Dr. Bridget.

Kindergarten Readiness Kindergarten Readiness Summit 2011 Dayton, Ohio.

Teachstone.com © 2013 Teachstone Training, LLC. All rights reserved. CLASS-Based Professional Development Strategies: Working with Teachers of Toddlers.

Achievement gaps exist early High quality early education and care helps to prepare children To leverage gains made in pre-k programs, sustained attention.

1 NC Early Grade Retention Richard M. Clifford, Stephanie Reszka & Carolyn Cobb FirstSchool Initiative FPG Child Development Institute, UNC-CH John Pruette.

Childcare Quality and Early Learning Gail E. Joseph, Ph. D

High Quality Kindergarten Programs 8/6/2015 Division of Early Childhood Education.

UNDERSTANDING THE CLASS

Using observation to improve teaching and learning Robert C. Pianta, Ph.D. Dean, Curry School of Education Director, Center for Advanced Study of Teaching.

Mathematics the Preschool Way

S cience and M ath I ntegrating L iteracy in E arly Childhood (SMILE) DVD and Viewing Guide Introduction California Reading and Literature Project

How to Observe Classrooms Bridget K Hamre, Ph.D. Center for Advanced Study of Teaching and Learning (CASTL)

Governor’s Office of Early Childhood Teacher-Child Interactions in Early Childhood Settings CLASS is in session:

Early Math Matters! October 14, 2010 Laurie Sjolund.

Resources to Support the Use of DEC’s Recommended Practices This presentation and handout were developed by Camille Catlett.

Interstate New Teacher Assessment and Support Consortium (INTASC)

Introduction to Pennsylvania’s Transition Framework Edward G. Rendell, Governor | Dr. Gerald L. Zahorchak, Secretary of Education | Estelle B. Richman,

NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT OF P UBLIC I NSTRUCTION, O FFICE OF E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM.

FirstSchool Framework for Pre-K-3 rd Grade Education FPG Child Development Institute University of North Carolina at Chapel Hill Michigan State University.

WestEd.org Formative Assessment in Context Panelist: Peter L. Mangione, Ph.D. WestEd CEELO RoundTAble Using Assessment to Improve Teaching & Learning for.

It’s All About the CLASS (Pre-K) Yeah, It’s pretty clear; we’re not lying to you, Your staff shakes and shakes when assessors come on through, Cause they’re.

Coaching for Change Utilizing practice based coaching in Pyramid Model Implementation Julie Betchkal, Pyramid Model Training and Coaching Coordinator

13-1 © 2011 Pearson Education, Inc. All rights reserved. Nutrition, Health, and Safety for Young Children: Promoting Wellness, 1e Sorte, Daeschel, Amador.

Equity, Access, and Achievement Gaps between Student Populations in the WCSD Joshua Padilla Program Evaluator/Researcher in WCSD Department of Accountability.

Secondary CLASS Observation Training

NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT O F P UBLIC I NSTRUCTION, O FFICE O F E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM.

MATCHING SUPPORT TO PROMOTE POSITIVE RELATIONSHIPS AMONG CHILDREN Jennifer Ross, M.Ed. ECE Training Solutions

1 Core Pre-K Standards Review & Comment. Common Core Pre-K Standards Mounting evidence supports that a child’s earliest years, from birth to age eight,

K-3 Formative Assessment Process: The Five Domains of Learning Welcome! This webinar will begin at 3:30. While you are waiting, please: Locate the question.

Understanding Quality in Early Childhood Education and Care Programs in Massachusetts Findings from the Preschool Program Quality Study and Highlights.

EPCI Early Primary Collaborative Inquiry Maple Leaf Public School Teston Village Public School Sixteenth Ave Public School Bond Lake Public School R.L.

Section 1. Introduction Orientation to Virginia’s QRIS.

It’s All About the CLASS (Toddler). Assessment Day in the Toddler Class The time has come to be assessed in my toddler class again. Welcome to the land.

ECERS-R; SACERS; & CLASS What You Can Do!. What about you?  How are you doing with incorporating what you’ve learned from the ECERS-R or SACERS?  Refer.

Minnesota Tackles Full Day K: More than Hours © FirstSchool 2014 Dr. Sharon Ritchie Juliana Harris Minnesota Department of Education.

Seeing myself interact: Understanding interactions with children by embedding the CLASS in professional development Marilyn Chu, WWU – ECE FOCUS on Children.

CREATING A WORLD CLASS KINDERGARTEN FINDING EXAMPLES OF EXCELLENCE IN MINNESOTA SCHOOLS.

A Closer Look at the Pre-K Emotional Support Domain

Making Early Education Opportunities Work for Kids and Teachers: Professional Development and Classroom Observation Robert C. Pianta, Ph.D. University.

Developmentally Appropriate Practices. Five Guidelines For Developmentally Appropriate Practices.

Using the CLASS tool to Improve Instructional Practices in Early Childhood Tracie Dow and Felicia Owo.

Dr Karuppiah Nirmala.

Improving the Quality of Adult Engagement in Children’s Learning

Inquiring into Early Childhood Education

Child Caregiver Interaction Scale (CCIS)

FPG Child Development Institute

Welcome! PreK-3 Principal Leadership Series

How Much Can Young Children Learn and How Should We Teach Them?

FirstSchool: Improving the PreK-3rd Grade School Experience of African-American, Latino, and Low Income Children Looking Back and Looking Ahead: Developing.

Standardized Observation of How Teachers Effectively Manage Behavior in Pre-K Classrooms Hello my name is Ameena Sweeting and this summer I conducted research.

Module 3: Promoting Positive Relationships

Effective Teacher Practices Supporting the North Carolina

FirstSchool: Improving the PreK-3rd Grade School Experience of African-American, Latino, and Low Income Children Looking Back and Looking Ahead: Developing.

Welcome! PreK-3 Principal Leadership Series

FWISD Learning Model: The Early Learning Classroom in Action

“Assignment: Impact!” Creating the Foundation for Success

UNDERSTANDING THE CLASS

Presentation transcript:

FirstSchool : Improving the PreK-3 rd Grade School Experience of African-American, Latino, and Low Income Children Looking Back and Looking Ahead: Developing Strong Kindergartens within the PreK-3 rd Continuum New Jersey – October Dr. Sharon Ritchie

Foundation for Child Development W.K. Kellogg Foundation NAESP Task Force for Early Learning New Jersey National PreK-3 rd Grade Work Group Confluence of Work: PreK-3 is Growing

FirstSchool Cornerstones Improving the School Experience for African-American, Latino, Low Income Children and their Families Examining Relevant Data Reciprocal Home-School Partnerships Responsive Leadership Teaching for Learning

Improve the school experiences of AALLI children Focus on  research based practice that supports the success of AALLI children  data as a source for inquiry into inequity  the role of Kindergarten in getting AALLI children off to a positive start ( AALLI-African American, Latino and low income) FirstSchool

 Oral language development and vocabulary development  Self-regulation and autonomy  Scaffolded instruction and reflection  Ability to collaborate and work with peers  Curriculum integration and connection to real world  Positive relationships with the adults in the classroom  Culturally responsive practices  Positive racial and ethnic identity development Research based practice that supports AALLI children

Minute-by-minute experience of children in PreK – 3 rd grade classrooms  Activity Setting  Child Engagement  Teaching Approaches  Child Behavior (Ritchie, S., Weiser, B., Kraft-Sayre, M., Mason, E., Crawford, G., & Howes, C., 2010) FirstSchool Snapshot: Classroom Observation Measure

 The following slides are examples of data we use with PreK-Third Grade leadership and teachers.  Each school, grade level and individual teacher receives this type of data to help them inquire into their practices.  This data is particular to the contexts in which it is gathered and is not meant to be construed as representative.  We talk to teachers about this data in terms of practices that support AALLI children. Context for the Data Slides

Minutes spent in activity settings by grade level FirstSchool

Settings: Range Across K Classrooms: Children in different classrooms have very different experiences FirstSchool

Student Inattention in Activity Settings: What activity settings support optimal learning? FirstSchool

 Instrument designed to measure the overall quality of interactions between students and teachers  Based upon extensive research and review of educational literature  Uses a 7-point scale to indicate the presence of key indicators and attributes o 1-2 = low o 3-5 = mid o 6-7 = high (Pianta, R. C., La Paro, K. M., & Hamre, B., 2008) Classroom Assessment Scoring System

Classroom Quality Emotional Support Positive Climate Negative Climate Teacher Sensitivity Regard for Student Perspective Classroom Organization Behavior Management Productivity Instructional Learning Formats Instructional Support Concept Development Quality of Feedback Language Modeling CLASS: Classroom Assessment Scoring System

 The following slides are examples of data we use with PreK-Third Grade leadership and teachers.  Each school, grade level and individual teacher receives this type of data to help them inquire into their practices  This data is particular to the contexts in which it is gathered and is not meant to be construed as representative  We talk to teachers about this data in terms of practices that support AALLI children Context for the Data Slides

CLASS Averages: Across PreK-Third Grade FirstSchool Classrooms

CLASS Emotional Support by Grade Level: Across PreK-Third Grade FirstSchool Classrooms

CLASS Classroom Organization by Grade Level: Across PreK-Third Grade FirstSchool Classrooms

CLASS Instructional Support by Grade Level: Across PreK-Third Grade FirstSchool Classrooms

CLASS Dimension Averages: Across PreK-Third Grade FirstSchool Classr0oms

Thank you!

Contact Information FirstSchool

FirstSchool is supported by: a grant from the W.K. Kellogg Foundation The University of North Carolina at Chapel Hill Private donors FirstSchool.2011 FirstSchool

26 FirstSchool is a project of the FPG Child Development Institute. FPG research and outreach have shaped how the nation cares for and educates young children.