national center on quality teaching and learning fostering early learning collaboration gail e....
TRANSCRIPT
National Center on Quality Teaching and Learning
FOSTERING EARLY LEARNING COLLABORATION
Gail E. Joseph
• Take a few minutes and introduce yourself to everyone at your regional team table
• Who is here today?• Overview of NCQTL
WELCOME
THE NATIONAL CENTER ON QUALITY TEACHING AND LEARNING
• NCQTL is collaborating with early educators and trainers to make a lasting impact for young children
LEADERSHIP TEAM - NCQTL
*University of Washington–Susan Sandall, Director–Randi Shapiro, Executive Director–Gail Joseph
University of Virginia–Robert Pianta–Bridget Hamre
Vanderbilt University–Mary Louise Hemmeter–Rob Corso
OUR FOUR GOALS
Identify research-based practices that support school readiness
Move these into everyday practice Higher Education opportunities Sustain the gain
EARLY LEARNING
COLLABORATION
·Similar to family connection·Process to be developed in 2011-12 school year
FAMILYCONNECTION
·Child’s interests·Hopes/concerns·Languages spoken·Early learning experiences
GOLD “WHOLE CHILD”
ASSESSMENTComprehensive
assessment·Social and emotional ·Physical ·Language and literacy ·Cognitive 7
Early Learning Collaboration
• Kindergarten teachers and early care providers collaborate about best practices
• To be developed in 2011-12 school yearFamily Connection
• Child’s interests, hopes, concerns
• Languages spoken• Early learning experiences
“Whole Child” Assessment—GOLD
• Social/emotional• Physical• Language and literacy• Cognitive
Child’s Inventory
• Provide overview of school readiness and influence of transition/alignment
• Provide useful frameworks and accompanying tools for this work
• Evaluate what you are doing well, and where else to focus your efforts
• Begin developing the WaKIDS early learning collaboration plan for each team/region
TODAY’S GOALS
If Transition Partnerships Are the Answer, What Is the Question?
Washington State Transitions Summit
November 5, 2011
Dr. Thomas Schultz – [email protected]
Framing Transitions Efforts ,
• 3 Pictures• 2 Stories • Data on Teaching & Young
Children
Transitions Story I“It is the first day of school as the big yellow bus pulls to a stop. By the side of the road, eight children line up, in descending order of height, as parents cluster behind. One by one, the children step aboard, flash a smile to the driver & take their seats. However, the smallest child at the end of the line, a kindergartner, is less willing than his peers to get on board. His parents first coax, then push him toward the bus door. Tears begin to run down his face and he screams that he doesn’t want to go. As the parents force him to the door, he grabs on to either side of the door, props his leg against the stair, & offers his last, futile resistance as he is pushed aboard & the door swings shut.” Young Children’s Perceptions of Kindergarten and Beliefs on School Readiness, Unpublished Dissertation, James Squires
Transitions Story II
“Sarah lives at the end of a long, dirt road. Lacking transportation, this only child had little opportunity to interact with other children or adults during her first five years. Several months before she was scheduled to attend kindergarten, a home visitor began to help Sarah and her parent prepare for the transition. During the weekly visits, Sarah was introduced to learning materials and activities and talked about what she could expect to see and do in kindergarten. When the first day of school arrived, the home visitor picked up Sarah and her parent to take her to school. As Sarah looked into the classroom from the hallway, she whipped off her coat and told her mother before running inside, “This is going to be great!” Young Children’s Perceptions of Kindergarten and Beliefs on School Readiness, James Squires
16
Data on Pre-K/Kg. Practices
96
48
76
136
28
1632
PreKBasics
Meals/Snacks
Whole Group
Free Choice/Cen-ter
Individual Time
Small Group
Outside
116
20
128
16
68
52 8
Kindergarten
How are Young Children Doing? (Not Well)
• ↑ Disadvantage• ↑ Diversity• ↑ Disparities
How Are Children Doing? ↑ Diversity
• Numbers of young immigrant children 0-8 years increased from 4.3 million in 1990 to 8.7 million in 2008.
• 51% of young immigrants live in poverty; 37% are ELLs at age 5; 25% have parents who lack a high school degree, but 89% live in 2-parent families.
• Washington St. increase in children 0-8 with
immigrant parents from 74,000 in 1990 to 171,000 in 2007 (from 11% to 26% of all young kids).
White Black Hispanic Asian Native Am. Poor Non Poor0
5
10
15
20
25
30
35
40
45
50
43
14
17
46
1817
44
% 4th Grade "Proficient" Readers
Series1
How Are Children Doing? ↑ Disparities
Why We Care About Reading Proficiency?
Reading and School Success Reading and Adult Success:
Up to 1/2 of 4th grade textbooks are incomprehensible to children reading below grade level .
73% of children who enter 4th grade with a 1st or 2nd grade reading level never catch up to grade level reading
Inability to read at grade level is the most common reason for retention in the early grades
Failure to read at grade level by end of 3rd grade = strong predictor of high school drop out
Drop-outs are 8 times more likely than high school graduates to be incarcerated
70 % of adults with lowest literacy skills are unemployed
22
How Are Children Doing: Disparities
16 mos. 24 mos. 36 mos.
Cum
ulati
ve V
ocab
ular
y (W
ords
)
College Educated Parents
Working Class Parents
Welfare Parents
Child’s Age (Months)
200
600
1200
Source: Hart & Risley (1995)
Early reading scores for children entering kindergarten: 2006-07
0
10
20
30
40
50
60
Reading score
Male Female White Black Hispanic Low Middle High Sex Race/ethnicity Socioeconomic status
How Are Children Doing? Disparities
• Low-income 4-5-yr-old children are 12-14 months below national norms in language development. (Layzer)
• 40% of low-income children did not know all the letters of the alphabet at the end of kindergarten (Head Start Impact Study).
What Do You Think?
• Are educators sufficiently informed, alarmed and focused on gaps in the early years?
• Are parents receiving accurate, honest feedback on how well their children are progressing?
What Hinders Us?
• Belief in strengths-based views of children.
• View that variability in early development means that we should not use outcome standards in assessing young children.
• Worry that highlighting disparities can generate cycles of blame or despair.
36m Total Literacy Environment Score
PP
VT
70
75
80
85
90
95
0 1 2 3 4 5 6
Keep Hope Alive: Enriched Opportunities Matter
Pre-K Total Literacy Environment Score
PP
VT
80
85
90
95
100
105
0 1 2 3 4 5 6
What Do You Think?
-If Transition Partnerships Are the Answer, What is the Question?
-Can Early Childhood & Kg-to-
Grade 3 Educators Join Forces to Prevent/Minimize Disparities?
Contact us at:
Thank you.
Contact us at: [email protected]
Or 855-208-0909
(Toll Free)
Thank you!
30
Transition and Alignment to Enhance School Readiness
Is this a losing battle?
Transitions Across the Lifespan
Transition: Code word for CHANGE
• Information, relationships, continuity…and time!• Going someplace new
What Contributes to Adjustment?
Children need our help to access these supports
How successfully are children adjusting to kindergarten?
Rimm-Kaufman, Pianta & Cox, 2000
• Early school years are a “critical period” for learning and development (early experiences/preschool matters)
• Kindergarten teacher-child relationships predict: – Academic and behavior outcomes through eighth grade, particularly for
children with behavior problems in kindergarten (Hamre & Pianta, 2001)– Conflict with teachers is stable over time (Jerome et al., 2009)
• Kindergarten family involvement is associated with:– More cooperative, self-controlled, socially engaged children (McWayne et
al, 2004)– Lower rates of high school dropout, increased on-time high school
completion, and highest grade completed (Barnard, 2004)– Higher school competency, higher achievement in language and math, and
higher ratings on peer interactions (Rimm-Kaufman et al., 2003)
• How quickly children adaptively adjust across settings
Why do we care so much about the transition to kindergarten?
Youtube videos – either children or parents are crying
Setting Changes
LaParo et al., 2009
Family Transition Experiences
“His teacher called several days before school started; it was great and really made Nate feel great.”
“I am pleased… the teacher called after the first two days of school to say how well she was doing.”
“The teacher called me the first week of school and said she should have been evaluated for Ritalin because she can’t teach her.”
“I’m not happy with it… I sent in notes but got no response from the teacher… The first day of school I sent him with a dollar for lunch but he didn’t eat all day… something got mixed up. I tried again with a dollar the next day, but he didn’t eat that day either. He wet his pants. The teacher is young and she’s not very organized. I’m anxious about this year.”
Misalignments and Shifts in the Transition to Kindergarten
• Changes in academic demands / curricula
• Less family connection with school
• Complexity of social environment (peers and adults)
• Less time with teacher(s)
•Adjustment sets the course for things to come
School readiness: A child-focused view
Child Child
Early Experiences Kindergarten
School readiness: When connections are the focus
Early Experiences
Child
Peers
FamilyCommunity
Teachers
Kindergarten
Child
Peers
FamilyCommunity
Teachers
Rimm-Kaufman & Pianta, 2000
Child and Family-School Connections
• Child goal: To foster children’s familiarity with the classroom setting and people within it
– Increase comfort and decrease anxiety
– Build teacher-child relationships
– Expose to new setting prior to school starting
• Family goal: To foster family collaboration and involvement with the school
– Share information about individual children
– Get parents familiar with school routines
– Become partners in the process
Early School and Community-School Connections
• School goal: To provide children with stable high quality classroom experiences across time– Increase consistency for children across contexts through
alignment of relationships routines, curricula, learning standards, and assessments.
• Community goal: To facilitate the transition process within the community– Getting the word out
– Clarify community needs and expectations regarding schools and transition
– Inter-agency connections with key players
SO WHY DO WE NEED
TO DO ALL OF THIS?
Child & family connections with school: Transition experiences families found useful
% of families who found the experience helpfulTransition activity
Had child visit a kindergarten classroom
Met with a kindergarten teacher
Met with the principal
Took a tour of the school
Talked with preschool staff about kindergarten
Visited the kindergarten classroom
Talked with parents of child’s new classmates
Participated in elementary school-wide activities
Attended a workshop for parents
Met with child’s anticipated kindergarten teacher
Attended an orientation to kindergarten
99
89
95
100
99
97
97
100
98
92
96
Pianta et al., 1999
• In the NCEDL project, more transition activities were associated with all of the following child outcomes at the beginning of kindergarten:– Greater frustration tolerance
– Better social skills
– Fewer conduct problems
– Fewer learning problems
– More positive approaches to learning
• Transition activities were most helpful for children from low-
income families.
Preschool Transition Practices are Associated with Children’s Adjustment to Kindergarten
LoCasale-Crouch et al., 2008
• Early Childhood Longitudinal Study (Schulting, Malone & Dodge, 2005)– 17,212 children, 992 schools
Kindergarten Transition Practices are Associated with Academic Skills and Family Involvement
Spring K Academic Skills and
Family Involvement
=Fall K
TransitionPractices
Even more for children from low-income families
School-school connections: Transition experiences teachers found useful
Preschool teachers K teachers
Transition activity% who found the
experience helpful% who found the
experience helpful
Prek children visiting their kindergarten classroom
Prek teachers visiting a kindergarten classroom
Holding an elementary school-wide activity with prek children
Having a spring orientation about kindergarten for parents of preschool children
Having an individual meeting between a teacher and a parent of the preschool child
Sharing written records
100
100
83
100
100
100
96
100
100
100
100
100
School – School Connections Support Children’s School Readiness
• In NCEDL study: – Connection between preschool and kindergarten
teacher single most predictive practice of children’s adjustment (LoCasale-Crouch et al, 2008)
• The Chicago Child-Parent Center Program: – Included a tightly aligned preschool and kindergarten
program– Children were more likely to obtain higher levels of
education (Ou and Reynold, 2006)
• Kindergarten, Head Start, and preschool teachers
• Meet four times a year focusing on aligning experiences for children
• Outcomes:
– Increased participation in transition opportunities like K camp
• Children, families, and teachers more prepared
– Increased consistency between settings related to routines and expectations
• Pre-k teachers felt their knowledge of children and families was valued
• K teachers felt children more socially and academically prepared
– Increased awareness of the community needs for more spaces for children
• An additional preschool class is being considered to be added to the elementary school
School to school example: Early childhood professionals working together
Smart Beginnings, 2011
Kindergarten Camp Participation is Associated with Improved Readiness
• Child, family, school,
and community,
connections
– Improved social
adjustment to
kindergarten
– Improved familiarity
with routines for kids
with same teacher
– Reading benefits
Berlin, Dunning & Dodge, 2010; Borman, Goetz & Dowling, 2009
• Children more socially ready
– Helps them participate more academically
• Families more connected to school
– Improved long-term student outcomes
• Teachers more prepared to support children/families
– Better relationships that lead to enhanced child outcomes
• Financially smart: Low investment, high yield
Children, Families and Schools Benefit from Connections
THANK YOU!
For additional information, please contact:Jennifer LoCasale-Crouch, Ph.D.
Partnerships for Sustained Learning
WORKING TOGETHER TO CREATE CONTINUITY FOR CHILDREN AND THEIR FAMILIES AS THEY MOVE FROM HEAD START TO SCHOOL
SATURDAY, NOVEMBER 5SEATTLE , WASHINGTON
Head Start-School Partnership Agreements
Too often government officials design programs for children as if they lived their lives in silos, as if each stage of a child’s life were independent of the other, unconnected to what came before or what lies ahead.
James Heckman, 2007
Head Start-School Partnership Agreements
National focus on continuity: Federal focus:
President Obama: “Cradle to Career” HHS and ED: Race to the Top – Early Learning Challenge Head Start: Head Start Act, 2007; Roadmap to
Excellence; National Centers Foundations:
W.K. Kellogg Foundation SPARK Initiative Foundation for Child Development PreK-3rd Initiative
Head Start-School Partnership Agreements
National focus on continuity: National Organizations:
NAESP Foundation National Task Force on Early Learning
State and local programs: Districts in Washington State and New Jersey First School, Frank Porter Graham, North Carolina and
Michigan
Head Start-School Partnership Agreements
We are continually faced with breathtaking opportunities brilliantly disguised as insolvable problems.
John Gardner
Head Start-School Partnership Agreements
Two new tools: Blueprint for Building Continuity
Planning Workbook
Continuity Blueprint Planning Workbook
Answers the questions: Who should be
involved? What should continuity
address? How can it be done?
Answers the questions: Why is this important? How do we get
started? How do we decide
what to do?
Head Start-School Partnership Agreements
Blueprint for Building Continuity
Who should be involved?Guiding Principles:
Leadership MattersTeachers Make Things HappenFamilies Keep the Process Going
Blueprint for Building Continuity
What should continuity address?
Key Components:Teaching and LearningSupport ServicesMaking the Move from Head Start to School
Blueprint for Building Continuity
How can it be done?Mechanisms
Organizational StructuresProfessional Development Family Engagement Strategies
Partnerships Planning Workbook
Planning and Communication Tool Based on the Blueprint for Continuity Designed for use at the local level Reflect unique aspects of both the early
learning program and school communities
Partnerships Planning Workbook
Planning and Communication Tool Specific examples for what teachers and
leaders can do across three key components
Rationale for why each is important and what children and families need
Three-step process for moving from planning to finalizing an agreement
Worksheets for designing your own plan
Head Start-School Partnership Agreements
Closing ThoughtsStart by taking inventory Take time to develop
relationshipsStart small Make it fit your contextKeep children’s success and well
being at the center
Head Start-School Partnership Agreements
Next Steps: Disseminate broadly Gather input and feedback Develop additional support documents Develop training protocols
New Efforts to Support Head Start/School Transitions
Washington State Summit on Transitions
November 5, 2011
Dr. Thomas Schultz – [email protected]
Council of Chief State School Officers
71
New Transitions Resources
• Office of Head Start’s (OHS) Parent, Family & Community Framework
• OHS Parent, Family & Community Program Self
Assessment Guide
• OHS Partnerships for Sustained Learning: Guide to Head Start-School Partnerships
72
Other New Resources
– The National PTA– Foundation for Child Development: PK-3 – Annie E. Casey Foundation: Reading by 3rd
Grade– Frank Porter Graham Center: First School– NAESP Foundation Task Force on Early
Learning
73
74
Children are ready for school and sustain development and learning gains through third grade
ProgramLeadership:Ambitious goals and high expectationsCollaborative decision-makingParent, Family and Community Engagement is a shared priority for all staff.
Continuous Program ImprovementData about parent, family and community engagement efforts and outcomes drive decision-making
Professional DevelopmentHigh quality training for all staffCross-service area teamsCareer pathways and recognition
Positive & Goal-Oriented RelationshipsFamily Well-being
Parent-Child Relationships
Families as Lifelong Educators
Families as Learners
Family Engagement in Transitions
Family Connections to Peers and Community
Families as Advocates and Leaders
Program EnvironmentWelcoming and inviting settingCultural and linguistic responsivenessSystem of regular communication with families
Family PartnershipsFamilies are partners in developing and achieving the goals in their family planRespectful, trusting relationships between staff and parentsRespectful, trusting relationships with parents and children in support of the parent-child relationships
Teaching and LearningParents partner to support children’s learning and developmentSupporting families as lifelong educatorsSupporting positive parent-child relationshipsSupport for transitions
Community PartnershipsCommitment to social support systems within programs and with larger communityCollaborative relationships for comprehensive services
Parent, Family and Community Engagement Framework
PROGRAM FOUNDATIONS PROGRAM IMPACT AREAS
CHILD OUTCOMESFAMILY ENGAGEMENT OUTCOMES
75
Parent Family & Community Engagement Framework
Transitions:1 of 7 Parent/Family Outcomes
• “Parents & families support and advocate for their child’s learning & development as they transition to new learning environments, including EHS to HS, EHS/HS to other early learning environments, and HS to kindergarten through elementary school.”
76
PFCE Self-Assessment
• Complements and helps programs use the PFCE Framework
• Complements agency program self-assessment & community assessments.
• Research-informed/field-based tool to assess their PFCE efforts in 7 areas
• Provides examples of 3 levels of quality practices in engaging families & community partners, including public schools
77
Contact us at:
Thank you.
Contact us at: [email protected]
Or 855-208-0909
(Toll Free)
Thank you!
78
Transition & Alignment Survey Results
Heather Weiss Christine [email protected] [email protected]
National Center on Parent, Family, and Community Engagement
Attendees by Role
Early Childhood Edu-cator (10)Kindergarten Teacher (14)Early Childhood Admin-istrator (18)Elementary School Administrator (11)Other (Instructional Coach, P-3 Coordinator) (5)
10
14
11
18
5
Total = 58
Responses by TeamsTeams Number that Completed
the Survey
Team 1 9
Team 2 8
Team 3 7
Team 4 6
Team 5 6
Team 6 6
Team 7 2
Team 8 2
Team 9 2
Team 10 1
TOTAL 49
Transitions through Connections
• Family-School• Child-School• Early Childhood Program-School• Community-School• Other Connections
Practices to Improve
• Early Childhood Program-School Connections
• Community-School Connections
Practices to ImproveEarly Childhood Program-School Connections
Written Records
Continuum of Standards
Evaluation Measures
Discussing Child's Needs
0
5
10
15
20
25
30
Good atImprove/More Info
Practices to ImproveCommunity-School Connections
Intervention Services Funding 0
5
10
15
20
25
30
35
40
Good atImprove
Practices You Are Good At
• Child-School Connections
Practices You Are Good AtChild-School Connections
Teacher Talk K Classroom Visit
Students Meet Peers
Meet K Teacher0
5
10
15
20
25
30
35
Good atImprove
Practices with Mixed ResultsFamily-School Connections
Good at doing with families:
Talking about transition concerns (55%)Helping families use data (45%)Talking about registration events (76%)Suggesting community resources (52%)
Want to improve with families:
Sharing info. about expectations (57%)Home-learning activities (53%)Identifying quality criteria (45%)Conducting home visits (41%)Sharing book titles (57%)Telling families about local PTAs (46%) Connecting families with other families (60%)
Transition Plans
Have members of your community worked together to develop a transition plan?
Yes (77.2%)No (22.8%)
Transition Plans: Collaborations• Teachers, principals, birth to three, library, ECEAP staff, Head Start staff,
health department, childcare staff, DSHS-Children's Services
• Area kindergarten teachers collaborating with county librarian, parents and early childhood providers
• Principals, kindergarten teachers, school counselors, district administrators, parents, child care providers, Head Start/ECEAP providers, librarians, community members
• Head Start/ECEAP teacher, parents, school nurse, kindergarten teachers, developmental preschool teacher, SpEd director and special service providers, school psychologist
Shared Practices: Family-School
Not Used
Used by Early
Childhood (EC)
Teachers ONLY
Used by Kindergarten (K) Teachers
ONLY
Used by BOTH EC
and K Teachers
Used Community-
wide
2% 25% 6% 59% 8%13% 15% 23% 35% 15%14% 31% 14% 37% 4%8% 27% 13% 38% 15%
62% 15% 6% 6% 11%0% 19% 8% 35% 38%42% 46% 2% 10% 0%43% 25% 4% 16% 12%8% 39% 6% 27% 20%
39% 14% 16% 22% 8%51% 25% 8% 16% 0%
Provided families with home-learning activities
Suggested community resources
Talked to families about transition concerns
Told families about registration events
Connected families to other families
Helped families use data
Shared titles of transition books
Helped families identify quality criteria
Told families about local PTAs
Sent families information on expectations
Conducted home visits
Shared Practices: Family-SchoolUsed by BOTH EC
and K Teaches
Talked to families about transition concerns 59%
Provided families with home-learning activities 38%
Helped families use data 37%
Sent families information on expectations 35%
Told families about registration dates 35%
Suggested Community Resources 27%
Told families about local PTAs 22%
Connected families to other families 16%
Shared titles of transition books 16%
Conducted home visits 10%
Helped families identify quality criteria 6%
Shared Practices: Child-School
Not Used
Used by Early
Childhood (EC)
Teachers ONLY
Used by Kindergarten (K) Teachers
ONLY
Used by BOTH EC
and K Teachers
Used Community-
wide
16% 10% 31% 37% 6%8% 15% 21% 52% 4%
50% 6% 19% 21% 4%22% 8% 31% 31% 8%Arranged for children to meet future K teacher
Arranged for kindergarten teacher talk
Arranged for children to meet future peersArranged for visit to a kindergarten class
Shared Practices: School-School
Not Used
Used by Early
Childhood (EC)
Teachers ONLY
Used by Kindergarten (K) Teachers
ONLY
Used by BOTH EC
and K Teachers
Used Community-
wide
22% 31% 2% 41% 4%35% 4% 16% 33% 12%59% 0% 2% 33% 6%29% 18% 4% 45% 4%Discussed child’s specific needs
Shared written records
Created common evaluation measuresCreated continuum of standards
Shared Practices: Community-School
Not Used
Used by Early
Childhood (EC)
Teachers ONLY
Used by Kindergarten (K) Teachers
ONLY
Used by BOTH EC
and K Teachers
Used Community-
wide
25% 16% 4% 45% 10%50% 8% 2% 13% 27%
Continuity of early intervention servicesCollaborated with funding agencies
Shared Practices: Other
Not Used
Used by Early
Childhood (EC)
Teachers ONLY
Used by Kindergarten (K) Teachers
ONLY
Used by BOTH EC
and K Teachers
Used Community-
wide
46% 8% 4% 33% 8%55% 6% 14% 14% 10%
Participated in training on issues of transitions and Provided summer orientation activities involving
Challenges & Barriers
• Culture/language• Funding • Time • Distance/Physical Locations
What does this all mean?
Afternoon Tabletop Discussion
Within-group VariationPractice All EC Teacher K Teacher EC Admin Elem. Admin Other
Child-School
Arranged for K teacher talk
3.2 1.5 4 5 3 4Arranged for visit to K
class2.8 1.5 4 3 3 4
Arranged for children to meet peers
1.2 1 1 1 1 2Arranged for children
to meet K teacher3 1.5 1 5 5 4
School-School
Shared written records
1.7 2 1 2 1 2Created continuum of
standards2.7 2.5 4 1 1 5
Created common evaluation measures
2.7 2.5 4 1 1 5Talking about child’s
specific needs2.3 1.5 4 2 1 4
Note: Numbers are reported as means. A 5 indicates that practices are viewed as community-wide. A 1 indicates that the practices are viewed as not used.