Kindergarten Readiness: Using New Tools to Improve Early Childhood Outcomes Welcome Recognize pilot and nonpilot programs

Objectives Participants will: Be knowledgeable about new tools for improving teacher practice resulting in children’s readiness for Kindergarten Recognize how these tools can improve early childhood practice Understand the role of leaders in improving early childhood programs Our session today is designed to provide you with information on the tools being utilized for the purposes of improving teacher practice with the goal of promoting readiness for kindergarten. As a result of today’s session, our objectives are for you to be knowledgeable about: read the rest of the slide

Act 3 – Lever for Change Support Teachers and Providers A unified birth to five early childhood system organized around local networks and focused on improvement. More children enter kindergarten with the persistence and curiosity to develop: language and communication skills • motor skills letter and number recognition • social-emotional skills High-Quality Teaching Workforce Support and Development Support Teachers and Providers  Early Childhood Report Cards for Providers Measure and Recognize Progress Funding, Enrollment and Seat Allocations Fund High-Quality Providers Locally-Driven Common Enrollment System Provide Clear Information and High- Quality Choices Leadership of Local Networks Unify Expectations Better outcomes for Young children Act 3 is the driver for helping Louisiana achieve the vision of: ensuring all at-risk children have access to high-quality options so that they are prepared to enter kindergarten Using a pilot approach, the work around Act 3 brings together all publicly-funded providers in a community including public and nonpublic schools, Head Start/Early Head Start and child care centers who serve children funded through Child Care Assistance Program or CCAP funds. In a nutshell, it creates a birth to five (or Kindergarten) early childhood network. The foundation for this work is built around: Supporting teachers Measuring and recognizing progress Funding quality programs Providing information to families on quality programs they can access Unifying expectations for all programs All of this for the purposes of achieving better outcomes for young children

Why This Matters If early childhood teachers: Set expectations based on common standards for what children should know and be able to do Create a positive learning environment through warm interactions with children Organize instruction to support children’s individualized learning with a specific emphasis on language development Use ongoing evaluation to better customize instruction and engage families Then children will enter kindergarten with the critical skills necessary for success Why these tools matter: High Standards – meet the whole child; what the child will know and be able to do across all programs Developmentally appropriate assessments tied to the standards High quality interactions All children enter kindergarten with the persistence and curiosity to develop: language and communication skills • motor skills letter and number recognition • social-emotional skills

Common Standards for All Children

Louisiana’s Birth to Five Early Learning and Development Standards (ELDS) Act 3 of the 2012 Legislature helped serve as the driving force for developing a comprehensive set of Standards that represented age ranges from birth up to age five or the Kindergarten entry age. The Standards were the culmination of a year-long effort. A variety of early childhood leaders, national consultants and experts, parents, university and public policy groups were involved in the process. Stakeholders represented all types of programs including child care, Head Start and public and nonpublic schools. They were approved by BESE in April, 2013 and posted in the Louisiana Register for additional review and comment.

How the Standards are Organized The Standards are divided into five age levels showing a continuum of development Standards aligned to Kindergarten Common Core Infant Young Toddlers Older Toddlers Three-year-olds Four-year-olds Birth to 11 months 9 to 18 months 16 to 36 months 36 to 48 months 48 to 60 months The Continuum of the Standards is divided into five age levels: infants (birth to 11 months), young toddlers (9 to 18 months), older toddlers (16 to 36 months), three-year-olds (36 to 48 months), and four-year-olds (48 to 60 months). These age levels were selected because they represent developmentally significant periods in a young child’s life. It is important to remember that young children’s development is often uneven and progresses at different rates. Children may change dramatically in one area, while development progresses more slowly in another area. Children with disabilities or those learning English may demonstrate even greater variation in their abilities to progress and reach developmental milestones. Because children develop at different rates, there is overlap at the youngest age levels. Notice that there is an overlap that reflects the fact that it is normal for children this age to vary significantly in the ages at which they demonstrate the skills and behaviors described in the indicators for infants and toddlers. When you examine the English Language Arts and Math Standards, you will also notice that there is an additional column showing how our Standards are aligned to the Kindergarten Common Core Standards

How the Standards are Organized The Standards represent ALL areas of development Approaches to Learning Cognitive Development and General Knowledge Language and Literacy Development Physical Well-Being and Motor Development Social-Emotional Development Creative Thinking and Expression Mathematics Science Social Studies The Standards are divided into domains of development shown here. Approaches to Learning are relatively new types of Standards and refers to behaviors and attitudes that show how children approach tasks and activities. Approaches to Learning include such characteristics as curiosity, problem-solving, maintaining attention and persistence. Cognitive development is the processes by which knowledge is acquired. Simply put, it is the development of a child’s ability to think and understand things in their world, to remember, and make to decisions. Although technically, Language and literacy development are part of a child’s cognitive development, it is separated out into its own domain due to the importance of the development of language and later literacy skills. Included in this domain are Creative Thinking and Expression, Mathematics, Science and Social Studies. Physical well-being and motor development standards are related to the physical fitness and motor (or movement) skills. This domain includes both fine motor or small muscle movement skills and gross motor or large muscle movement skills. This domain also covers good health and safety practices children need to know. Social-emotional development is critical for children’s readiness for Kindergarten and beyond. This domain addresses early relationships with their friends and adults. It also covers a child’s self-concept or how they feel about themselves and see their own sense of worth.

Training on the Standards Free online course Access through LDE Early Childhood Library CONNECT: Standards, Instruction and Assessment As part of a cadre of teacher support tools, the LDE developed the CONNECT course which uses an on-line format for training teachers on the standards and provides an overview of the connection between the standards, instruction and assessment. This slide represents the “face” of the four-hour course that is available to teachers through the LDE website by going to the Early Childhood link.

High-Quality Interactions and Organized Instruction

Classroom Assessment Scoring System (CLASS) Valid and reliable observation tool to measure program quality that correlates with improved child outcomes Focuses on classroom interactions Covers ages: Infant Toddler PreK ages High-Quality Interactions = Greater gains in Literacy and Language More positive social development Greater gains in Math The second resource being utilized by pilot programs is the Classroom Assessment Scoring System, or CLASS. The CLASS tool was developed by the University of Virginia’s Curry School of Education which studied thousands of classrooms nationwide. It is a valid and reliable observation tool that can be used to measure the quality of a program. The CLASS dimensions are based on the developmental theory and research that suggests that interactions between children and adults are the primary mechanism of children’s learning and development. Research shows that children in classrooms that score higher on the CLASS tool make greater gains in language, math, and early literacy development and show more positive social development than their peers in lower-scoring classrooms. The dimensions are based solely on interactions and does not evaluate the presence of materials, physical environment or safety or a specific curriculum. It is not that these things are critical, but it is what is already prevalent in high-quality programs. The scale is based on what teachers do with the materials, the environment, schedules, classroom management strategies, etc. that they do have. Currently, there are CLASS tools for classes serving Infants, Toddlers, PreK, k-3, upper elementary and secondary levels through 12th grade

Classroom Assessment Scoring System (CLASS) Domains Indicators of High-Quality Interactions Emotional Support Happy, engaged children Teachers aware and responsive to children’s needs Children’s interests and points of view are recognized Classroom Organization Clear expectations for behavior Well-managed instructional time Teachers maximize children’s interest and engagement Instructional Support Instructional discussions and activities that promote higher-order thinking skills Focus on children’s understanding rather than rote instruction Positive feedback that expands learning Language stimulation and facilitation The chart outlines the structure of the CLASS tool for the PreK age level. Notice that the assessment tool is divided into three domains – emotional support, classroom organization and instructional support Within each of the domains are subsets of the tool known as dimensions. You will notice that the remainder of the chart shows an alignment between the Danielson rubric used for Compass teacher evaluations. Many of the discreet skills and behaviors of effective teacher practice mirror those assessed using Compass. The LDE is currently working to determine the feasibility of allowing the pilot programs to select CLASS as its teacher evaluation tool due to its appropriateness for classrooms serving young children. Implementing CLASS as a tool for teacher support is a three-fold process. Teachers in pilot toddler and Prek programs have had access to two courses on the CLASS tool. The first is a two-hour introduction to the tool followed by a fifteen hour course Looking at CLASSrooms. The introduction provides a brief overview of each of the CLASS domains, and Looking at CLASSrooms is broken down into the 10 dimensions of the tool. Looking at CLASSrooms affords teachers access to a 6-month subscription to a video library with exemplars of effective practice in each of the dimensions of the tool. In addition to training on the CLASS tool, pilot programs secure CLASS-reliable observers from their communities who conduct observations using the tool. The gold standard for these observations include a baseline observation, followed by feedback and ongoing support followed by a final observation to determine effectiveness of support and improvement in teacher behaviors. As part of the work to help the state make decisions for the creation of the Early Childhood accountability system required by Act 3, the LDE has contracted with ULL to conduct third-party visits by CLASS-reliable observers.

CLASS – The Process Training CLASS Observations Support Feedback/Support Training CLASS Observations Support Online Courses Introduction to CLASS Looking at CLASSrooms Internal Assessments Conducted by local/community CLASS-reliable observers Purpose – Provide feedback and support for improvement Third Party Assessments Conducted by CLASS-reliable third-party observers Purpose – Guide decisions for creation of the Early Childhood accountability system Coaching Mentor teachers Peer support/team teaching Professional Learning Communities Videotaping Retrain/review training A system providing observation and feedback similar to COMPASS

CLASS – Data Supports Teacher Improvement Seven point scale Low (1-2), Middle (3-5), High (6-7) Ranges Composite Score for each domain Instructional Support Domain is typically lowest Teacher PC NC TS RSP Emotional Support Total BM PD ILF Classroom Organization Total CD QF LM Instructional Support Total Mary L. Lamb 6 1 5.5 4.75 5.81 4.25 5.08 3.25 2.5 2.75 2.83 The CLASS tool is designed to provide information on classroom interactions using a seven point scale. The ranges of scores on the scale include Low (1-2 point range), Middle (3-5 point range) and High (6-7 point range) Each pilot program submits reports from their internal CLASS observations to the LDE. The third party evaluators also submit scores which are forwarded to pilot leadership teams. The slide shows a lift from one such report (name of teacher is changed). In this slide, you can see a representation of scores from one teacher – her emotional support and classroom organization scores fall between the middle and high ranges. Note, however, the score for Instructional support – a 2.83 which falls between the low and middle range of scores. Scores from the Instructional Support domain typically range much lower than those in the other two domains. The LDE does a roll-up of both internal and third-party evaluations each month showing the ranges and average scores of all of the visits conducted in each pilot. The results of these reports highlight the domains of CLASS that programs should focus on providing support for teacher improvement. As you see in the report above, the Instructional Support domain scored lower both at the teacher and district level indicating that the support for teachers would center around that domain. Prek CLASS Scores for All Programs Emotional Support Classroom Organization Instructional Support Range of Scores Average Score 1.56-7.00 5.70 1.67-7.00 5.06 1.00-6.25 3.30

Appropriate Assessment

Teaching Strategies GOLD® Best practice for assessing young children is to capture what they know and can do by observing them in the context of their every day experiences and by documenting how these observations relate to the objectives for learning and development or the standards. Teaching Strategies GOLD was selected as the state’s Birth to K entry assessment through a rigorous RFP process that included a third-party alignment study with the Birth to Five Early Learning and Development Standards – The strong alignment between the assessment tool and the standards enables teachers to plan lessons, assess and evaluate children’s growth seamlessly in a way that supports readiness for kindergarten. Teaching Strategies GOLD® is grounded in 38 research-based objectives for development and learning that are predictive of school success. In addition to the Louisiana Early Learning and Development Standards, GOLD objectives are aligned with the Common Core State Standards and the Head Start Child Development and Early Learning Framework. Using an on-line process, teachers establish child-level portfolios that allows them to upload assessment information on each child in their class. The GOLD system allows teachers enter assessment artifacts on multiple Objectives for development and learning on multiple children making for a more efficient and less time consuming process. The objectives are organized into nine areas of development and learning for all children: social–emotional, physical, language, cognitive, literacy, mathematics, science and technology, social studies, and the arts. A tenth area—English language acquisition—measures receptive and expressive skills in English for children who are English- or dual-language learners. Teachers use these objectives to focus their observations as they gather information to make classroom decisions regarding planning for instruction and providing additional support for children when needed.

Progressions of Development and Learning Birth to 1 year 1 to 2 years 2 to 3 years Preschool 3 Pre-K 4 Kindergarten

Teaching Strategies GOLD®– The Process Ongoing, systematic data collection 3 “Checkpoint” periods Analyze and Respond Observe and Collect Facts Summarize, Plan, and Communicate Teachers in pilot programs have received training on the GOLD either through face-to-face delivery mechanisms or through the GOLD online Basic Courses. Training on GOLD goes well beyond training on a tool but includes support for teachers to learn how to implement on a “system of assessment”. We use the term assessment system because the components of Teaching Strategies GOLD® are used together during an ongoing cycle. Teachers seek answers to different questions during each step of the assessment cycle:   Observe and Collect Facts: What are children doing and saying in relation to the objectives and dimensions? How can I record, store, and organize this information? Analyze and Respond: How do these observations relate to the objectives for development and learning? How can I scaffold children’s learning in the moment? Evaluate: What levels describe this child’s knowledge, skills, and behaviors in relation to each objective and dimension? How do the child’s knowledge, skills, and behaviors compare to widely held expectations for most children in this group? The widely held expectations are aligned to the Louisiana Early Learning and Development Standards Summarize, Plan, and Communicate: Now that I have all of this information, how do I share it with others? How can I use it as I plan meaningful learning experiences? Evaluate

GOLD® Data Supports Kindergarten Readiness Report Purpose Documentation report Shows number of documentation artifacts within each objective Child-level reports Shows children’s progress based on widely-held expectations Snapshot reports Shows level of growth based on widely-held expectations for an entire class, school or district/system Growth Reports Looks at change over time to see if progress has been made during the year Parent Reports Two-way communication tools which provide updates on children’s progress, suggestions for activities to be done at home, important classroom events A wide range of data and reports is available to both teachers and administrators through the GOLD The slide shows a few of the reports that can be utilized for the purpose of improving children’s readiness for Kindergarten. There is a parent portal is a two-way communication tool which provides updates on children’s progress, suggestions for activities that can be done at home, important classroom events, etc. Read slide

GOLD® Documentation Report Class/Children Number of Documentation Artifacts Social-Emotional Physical Language Cognitive Literacy Mathematics Science and Technology Social Studies The Arts Child 1 51 9 8 3 5 7 Child 2 50 4 6 Child 3 Child 4 49 The documentation report is important as it guides teachers and administrators to understand gaps in collection of assessment information across each of the areas of development.

GOLD® Child-level Reports Language Any Child Objectives/Dimensions Not Yet 1 2 3 4 5 6 7 8 8a. Comprehends language   Winter (February) 2013/2014 8b. Follows directions 9a. Uses an expanding expressive vocabulary 9b. Speaks clearly This slide provides an example of a child level reports As teachers are finalizing their checkpoint periods they assign a rating for each of the objectives for learning and development The slide shows some of the objectives in the language domain Note that the blue bands indicate the range of performance and growth for a child who would be in a four-year-old program. The child in this example at the winter checkpoint period is functioning at the level expected for that of a four-year-old. Blue band - Pre-K 4

GOLD® Snapshot Report and Growth Report Language Any parish Ms. Mary L. Lamb’s Class   Below Expectations Meeting Expectations Exceeding Expectations Child Count %  5  25 13 65%  2  10% Growth by Area of Development - Language Child Starting Score Ending Score Average/Actual Amount of Growth Growth Range Type of Growth 0% to 24% 25% to 49% 50% to 74% 75% to 100% Any child 43.8 48.2 4.4 1 through 12 Meeting   x Any Child 46 53 7 50 51 1 39 The snapshot report provides an overview of a class in relationship to whether or not the children are below expectations, meeting expectations or exceeding expectations. The Growh report

What are District Leaders Expected to Do?

? Q & A For more information: Ivy.Starns@la.gov Kindergarten Readiness: Using New Tools to Improve Early Childhood Outcomes ? Q & A For more information: Ivy.Starns@la.gov