1. The Head Start Child Development and Early Learning Framework A Focus on School Readiness for Infant and Toddler Children August 19, 2014 RGV Pre-Service
Introduce yourself, explain that the focus of this power point is on school readiness for all children birth to age 5. There will be a combination of slides that pertain to pre-school but that will also apply to infants and toddlers..
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
Read the road map-signs. Explain that the focus today will be on Effective Teachers and Effective Leaders and Mentors. TMC enrolls families and supports them as their child’s first teachers. Teachers provide effective strategies to help children develop and be successful in school. CMs, CDAs, CDCs, PADs are your effective leaders and mentors

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.
Read through the slide.

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.
Explain that the role of the Office of Head Start Child Development Early Learning Framework is to establish school readiness goals that are aligned to framework, erly learning guidelines, curriculum and assessment.

5. What is Our Role? Agency Region Center Classroom
Explain the role each level has. Agency PAD ECE directors reports outcomes to Office of Head Start. Region CDC reports outcomes to Corporate. Center CDA reports outcomes to regional office. Classroom Teachers and CDA review, analyze, plan and report to parents. Overall we review analyze and report outcomes to BOD, PC and community (HSAC).

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.
TMC believes that all children are born ready to learn. It is TMC’s responsibility to nurture every child’s continual growth by engaging them in developmentally appropriate learning opportunities. TMC also recognizes parents as their children’s first teachers and respects every child’s first language and culture as the foundation upon which to build success and effectively prepare them for school.
Program’s responsibility:
-nurture children’s learning
-provide opportunities for growth & development
-believe SR focuses on progress and not specific expectation of what children should know and be able to do

7. Conceptual Framework for Programs
Serving Infants , Toddlers and their Families
Explain that this is the original framework for programs serving infant and toddler children. The framework start at the bottom of the pyramid and works to the top. Explain each tier briefly.

8. School Readiness Framework
Based on OHS Child Development
and Early Learning Framework
11 domains elements
Explain the 5 essential domains of the inner circle for infant and toddler children and the rest of the outer domains includes – 11 domains, 37 domain elements; building blocks important for child school and long-term success
PFCE – effective family engagement outcomes result in healthy school ready children; positive and goal-oriented relationships
FSA’s – FP Coordinators are to discuss: “Families as Lifelong Educators” and “Families as Learners”

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
Read through each bullet

10. The Role of the Framework in Assessment Decisions
Reliable and valid
Developmentally, Linguistically and culturally appropriate.
Aligned with Framework and Early Learning Guidelines
Assessments must be reliable. E-LAP and is aligned to the framework as required by Office of Head Start.

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
Outcomes collected allows every level to analyze, review, report and plan dependent on data results. Results can be used to improve services, curriculum, assessments and professional development.

12. Effective Everyday Practice Framework
Highly Individualized Teaching and Learning
Research-Based Curriculum and Teaching Practices
Ongoing Child Assessment
Elements correspond to parts of a house so that when connected with one another, form a single structure that foster’s children’s learning and development
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 TEACHING
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
This cycle can be adapted to help us think about working with teachers.
Assessment – While what we are doing is not assessing children to determine good or bad, we are collecting data to help us be more effective teachers, meeting children where they are.
Evaluation - Once we have gathered the data, we need to consider what our next step with the child(ren) will be. What does he/she need?
Planning – We then have to decide which instructional approach to use to assist the child
Teaching – And implement the plan we have constructed.
PLANNING
Choosing Resource
And Approach
Curriculum
Resources
Materials

20. Activity #1 Analyze child outcome report Identify area of needs
Presenter will provide:
Child Outcome Report
Class Grouping LAP-3
Age-appropriate SR Goals document
Activity 1 Handout
Age-appropriate lesson plan and individualization (provide examples of small groups: color coded groups and goals grid)
Have staff identify the child’s area of needs and strengths
Infants and Toddlers:
Child Outcomes Report
Approximate Developmental Age by Domain (group)
Group Report
Child Report
Sample Goals Activity to include: Parent Expectation, goal written on ICDP 1st page, parent goal written on 2nd page, and on lesson plan.
E-LAP result made into a goal, find the goal and match it with school readiness goal, write goal on ICDP, write goal on lesson plan.

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.
Read through the bullets.

33. The Mentoring Cycle ASSESSMENT Collecting Data TEACHING EVALUATION
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
This cycle can be adapted to help us think about working with teachers.
Assessment – While what we are doing is not assessing teachers to determine good or bad, we are collecting data to help us be more effective mentors, meeting teachers where they are.
Evaluation - Once we have gathered the data, we need to consider what our next step with the teacher will be. What does he/she need? Since we don’t know what we don’t know, it may not be something she can articulate to us.
Planning – We then have to decide which mentoring approach to use to assist the teacher (modeling, side by side coaching, observation, conferencing)
Teaching – And implement the plan we have constructed.
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 Outcomes Report
Review Winter Program Data Analysis report (2nd checkpoint-MOY)

37. 1307.3 Basis for determining whether a Head Start agency will be subject to an open competition.
(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 § :
(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. (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