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

The Head Start Child Development and Early Learning Framework

A Focus on School Readiness for Infant and Toddler Children

August 19, 2014RGV Pre-Service

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

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.

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.

What is Our Role?

• Agency• Region• Center• Classroom

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.

Conceptual Framework for Programs Serving Infants , Toddlers and their Families

School Readiness Framework

Based on OHS Child Development and Early Learning Framework

11 domains 37 elements

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

The Role of the Framework in

Assessment Decisions• Reliable and valid• Developmentally, Linguistically

and culturally appropriate.• Aligned with Framework and

Early Learning Guidelines

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

Engaging Interactions and Environments

Research-Based

Curriculum and Teaching

Practices

Ongoing Child

Assessment

Highly Individualized Teaching and Learning

Effective Everyday Practice Framework

National Center on Quality Teaching & Learning (NCQTL)

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

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)

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).

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

2nd Pillar - Ongoing Child Assessment

Informs instruction and facilitates program evaluation.

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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.

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ASSESSMENTCollecting Data

EVALUATIONDetermining Next

Learning Step

PLANNINGChoosing Resource

And Approach

TEACHINGBringing Learner to New Understandings

Curriculum

Resources

Materials

Implementation of Lesson

Plan/Individualization

Parent Information

Teacher Observations

Red-e-Learner Child Report

Red-e-Learner Class Summary

Lesson Plans

Child/Classroom Needs

The Assessment Cycle

Activity #1• Analyze child outcome

report• Identify area of needs

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• 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.

Data Collection at the Center

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ASSESSMENTCollecting Data

EVALUATIONDetermining Next

Learning Step

PLANNINGChoosing Resource

And Approach

TEACHINGBringing Learner to New Understandings

Mentoring Approach

Implementation of Plan

Environment Checklist (DECA)

Observation Form (ED 017)

Red-e-Learner Class Summary

Lesson Plans

Teacher Needs

The Mentoring Cycle

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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.

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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.

Program Head Start Outcomes

Report

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;

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.

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;

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;

Discussions/Questions