EDUCATION REPORT

FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN

FOCUS ONFOUNDATION

CLASSOOM ASSESSMENT SCORING SYSTEM (CLASS)

NICHD STUDY REVEALS GAPS IN EFFECTIVENESS

►The effectiveness of early teacher-child interactions positively impacts children’s cognitive development, wit the effects lasting through the 3rd grade.

►In Pre-K classrooms, a small percentage of teacher-child interactions were rated highly effective.

THE THREE DOMAINS OF THE CLASSROOM ASSESSMENT SCORING SYSTEM (CLASS)

Emotional Support Domain

• How teachers help children develop warm, supportive relationships with teachers and peers

• How teachers help children develop willingness to accept cognitive and social challenges

• How teachers help children develop appropriate levels of autonomy

Instructional Support Domain

• How teachers help children learn to solve problems, reason, and think

• How teachers use feedback to expand and deepen skills and knowledge

• How teachers help children develop more complex language skills

Classroom Organization Domain

• How teachers help children develop skills to help them regulate their own behavior

• How teachers help children get the most out of each school day

• How teachers help children maintain interest in learning activities

ABSOLUTE THRESHOLD

As part of the re-competition process, the Office ofHead Start has established minimum CLASS thresholds.Grantees with average scores across the program thatdo not meet these targets will need to re-compete for funding. Grantees with average CLASS scores below the established minimum on any of the three CLASS domains are required to re-compete for funding. Thesethresholds are:

Emotional Support – 4Classroom Organization – 3

Instructional Support – 2

RELATIVE THRESHOLD

The Office of Head Start established a relative threshold; grantees with average scores in the lowest10% in any domain are required to re-compete for funding. In 2012, the lowest 10% of CLASS scores bydomain were less than or equal to:

Emotional Support – 5.4926Classroom Organization – 4.8571

Instructional Support – 2.1923

AVERAGE CLASS SCORES FOR 2012 HEAD START REVIEWS

Emotional Support – 5.90Classroom Organization – 5.45

Instructional Support – 2.98

AVERAGE CLASS SCORES FOR 2013 FROM EDUCATION SPECIALISTS

Emotional Support – 5.98Classroom Organization – 5.58

Instructional Support – 4.32

PLAN OF ACTION TO SUPPORT TEACHERS IN CLASS

• Center Supervisors conduct CLASS observations on each teacher two times a school year, once in the Fall and once in the Winter.

• Professional Development Days have been designated, and educators meet twice a month to receive assistance in the domain of instructional support.

• Education Specialists conduct CLASS observations on each teacher two times a school year, once in the Fall and once in the Winter.

• A Professional Video Library has been created so that teachers who need improvement can observe strong teacher teams.

• Teachers who need support have been targeted with individualized technical support.

LEARNING ASSESSMENT PROFILE – THIRD EDITION(LAP-

3)

FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN

LEARNING ASSESSMENT PROFILE – THIRD EDITION

►The Learning Assessment Profile – Third Edition is a developmental tool used by Shelby County Head Start that provides a systematic method for observing, recording, and evaluating each child’s growth and development for planning individual learning experiences.

►Teachers assess during three assessment periods: (a) beginning in October until November; (b) beginning in late February until the end of March; and (c) beginning he first week of April until mid-May.

►Throughout the process, teachers maintain a portfolio of each child’s work samples during the observations periods and anecdotal notes supporting the child’s progress.

EXAMINING THE LAP-3 DATA

Domain            

     

           

  Beg. Mid Final Recommendation(s)

Physical Health & Dev. 65.87 81.59 88.62  

Social & Emotional Dev. 70.58 84.12 84.39  

Approaches to Learning 60.77 74.74 82.46  

Logic & Reasoning 51.9 67 75.93  

Language & Development 49.19 60.72 69.56

Literacy Knowledge & Skills 42.2 55.8 65.81

Mathematics Knowledge Skills 41.48 54.88 64.45

Science Knowledge & Skills 48.79 62.1 71.38  

Creative Arts Expression 52.44 71.79 81.81  

Social Studies Knowledge Skills 47.98 61.26 70.4  

KEYColor Range of Scores

Pink 0-25Yellow 26-50Green 51-75

Blue 76-100Orange Increase

Purple Decrease

AREAS OF STRENGTH FOR OUR STUDENTS

DOMAINS:• Approaches to Learning• Creative Arts Expression• Physical Health & Development• Social & Emotional Development• Social Studies Knowledge & Skills

AREAS FOR IMPROVEMENT FOR OUR STUDENTS

DOMAINS:• Language & Development• Literacy Knowledge & Skills• Math Knowledge & Skills• Science Knowledge & Skills

EXPECTATIONS ABOUT LAP-3 DATA

►Provide explicit instruction in language & development, literacy knowledge & skills, math knowledge & skills, and science knowledge & skills in all classrooms.

►Review LAP-3 data at the end of each cycle and monitor individualization.

►Refer students based on LAP-3 data from the BOY and/or MOY.

►Set up peer observations so that teachers can view best practices from their peers.

►Arrive at the 76-100 range for all domains by the end of the school year.

OCTOBER IN-SERVICE DAYS

• In-Service Days were scheduled on October 7, 2013 through October 9, 2013.

• The Children’s Museum of Memphis (CMOM) served as a host to our teachers and teacher assistants for part of the days on October 7, 2013 and October 8, 2013

• Teachers and teachers assistants learned how to improve science and math instruction during workshop sessions at CMOM.

INSERVICE DAY FOR OCTOBER 7TH

8:30 AM – 12 PM

@ CMOM

1:30 PM – 3:30 PM

Home Visits

7:30 AM – 3:30 PM

Home Visits

October 7, 2013 Hollywood, MLK, St. William,

Hillview, Hanley, Gaston,

Renaissance, and Whitehaven

Hollywood, MLK, St. William,

Hillview, Hanley, Gaston,

Renaissance, and Whitehaven

Cottonwood, Delano,

Dunbar, Levi, Raineshaven,

Riverview,Ross, Covington

Pike, and Georgian Hills

IN-SERVICE DAY FOR OCTOBER 9TH

►All teachers and teacher assistants reported to the Teacher Learning Academy on October 9th.

► The following sessions were presented: Building Vocabulary; Teacher-Child Interaction; and Math and Science.

► The following was a schedule for the day:

Session 1--8:30am-10:15amSession 2 --10:30am-12:15pm Lunch--12:30pm--1:45pmSession 3--2:00pm-3:45pmWrap up--4:00pm-4:15pm

CREATIVE CURRICULUM

FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN

Copyright 2004, Teaching Strategies, Inc.

THE DEVELOPMENTAL CONTINUUM

Uses scribble writing and letter-like forms

Uses letters that represent sounds in words

Forerunners: Scribbles with crayons; experiments with writing tools; draws simple pictures to represent something

50. Writes letters and words Writes recognizable letters, especially

those in own name

EVALUATING: USING THE DEVELOPMENTAL CONTINUUM

I II III

PLAN OF ACTION TO SUPPORT TEACHERS WITH CREATIVE CURRICULUM

• All teachers and teacher assistants arrive at 7:30 AM on a daily basis so that they have a full hour each day to finalize lesson plans as a team.

IN THIS CLIP, THE TEACHER…

Supports children’s Logic & Reasoning Skills

Supports children’sLanguage

Development

Encourages the child to express her ideas on climbing and making lemonade .

Builds on the child’s interest by asking questions about how she makes lemonade and who she was with when she made it.

PROVIDE CHOICES

• Provide children with choices.

For Example: When the teacher plans an activity to use number cards to practice counting, she provides choices in how to do this. Some may practice matching with lily pads, others may put them in order, etc.

PROFESSIONAL DEVELOPMENT

STAFF DEVELOPMENT

WEB TRAINING

TUTORIAL

WORKS

HOP

LECTU

RE

COURSE

Materials

Co-Teaching

Study Groups

Technical Assistance

Consultation

Mentoring

Communities of Practice

Practice-Based Coaching