1. High-Quality Early Learning in New Mexico July 25, 2015 CENTER for EDUCATION POLICY RESEARCH An Exploration of Practices that Work for Children from All Backgrounds

2. Overview Good things happening in New Mexico Concrete picture of quality Practices that can be replicated 10 sites Qualitative observations National context

3. The Role of NM PreK Seven of the ten sites had NM PreK Components of PreK  Mix of full-group activities and choice time  Observations, portfolios, and indicators  Education and professional development

4. Leadership and Workforce Workplace feels like “family”  Feeling supported, appreciated  Low-cost benefits like flexibility, scrubs Core of long-time staff, especially lead teachers

5. Curriculum No patterns around curriculum choice Theme emerged around following children’s interests Observations and portfolios provide structure

6. Classroom Practices Rich classroom environments  Changed frequently for new discovery  Environment as a third teacher Dual-language instruction  Classroom objects labeled in multiple languages  Songs and stories in multiple languages

7. Family Involvement Activities and family nights Flexible, extended hours Transportation Open communication

8. Social-Emotional Learning Affirming children’s efforts  “It’s set up to feel successful.” Emphasizing social-emotional development

9. National Context Boston and Granite (Salt Lake City) Evidence-based curriculum Coaching Strong emphasis on professional development

10. Snapshot of Quality Site leaders who support their staff Stability among core teaching staff Activities and thematic units that are rich and interesting to children Observations and portfolios for assessment, aligned with learning indicators Dynamic classroom environments Intentional parent involvement Dual language instruction Attention to social-emotional learning

11. Hailey Heinz Center for Education Policy Research University of New Mexico hailey57@unm.edu CEPR.UNM.EDU