Transcript 1968
1 Early Childhood Summer Institute 2011 Early Childhood Summer Institute 2011 2 • History of special education preschool and Head Start programs • Mind Mapping to meet the needs of preschoolers • What makes a high quality early childhood program • eGuidelines across Domains • What is curriculum? • CLASS • Assessments – what we use and why • Assistive Technology Early Childhood Summer Institute 2011 3 Why are we here at an Early Childhood Institute? High quality early education produces longlasting benefits Federal, state, local decision makers are asking critical questions What should young children be taught? How do we know if they are developing well? How do we decide whether programs for young children are doing a good job? We want to nurture healthy, happy, competent children! (Source: NAEYC and NAECS/SDE position statement “Early Childhood Curriculum, Assessment and Program Evaluation – Building an Effective, Accountable System in Programs of Children Birth through Age 8”, 2009) Early Childhood Summer Institute 2011 4 We want participants to gain: Increased knowledge and skills on: What is needed in an effective system of early childhood education How to implement a system that supports a reciprocal relationship between a supportive learning environment, assessment, and curriculum/instruction How to meet our required professional responsibilities Increased collaborative partnerships among early childhood educators Personal reflection and goals 5 Early Childhood Summer Institute 2011 KWLD What do I Know? What do Want to Know? What I have Learned? What I would like to Do? 1964 6 Early Childhood Summer Institute 2011 Lyndon B. Johnson signs the Economic Opportunities Act 7 Early Childhood Summer Institute 2011 1965 “No American child shall be condemned to failure by the accident of his birth.” 8 Early Childhood Summer Institute 2011 1965 Lady Bird Johnson at the opening of new Head Start Program Early Childhood Summer Institute 2011 9 1968 Handicapped Children’s Early Education Program Early Childhood Summer Institute 2011 10 1975 Education for All Handicapped Children Act PL 94-142 Early Childhood Summer Institute 2011 11 1986/1990 Individuals with Disabilities Education Act (IDEA) PL 101-476 & 105-17 Early Childhood Summer Institute 2011 12 1995 Early Head Start Legend: Bear River Head Start Coeur d’Alene Tribe Early Childhood Learning Center Community Council of Idaho Eastern Idaho Community Action Partnership Friends of Children and Families, Inc. Lewis-Clark Early Childhood Program Mountain States Early Head Start Nez Perce Tribe Early Childhood Development Program North Idaho College Head Start Pocatello/Chubbuck School District 25 Head Start Shoshone-Bannock Tribes Head Start South Central Head Start Western Idaho Community Action Partnership (Areas with striped coloring are served by the two programs corresponding to those colors.) Served by more than 2 programs: Coeur d’Alene Tribe Early Childhood Head Start, Mountain States Early Head Start, and North Idaho College Head Start Eastern Idaho Community Action Partnership, Community Council of Idaho, Shoshone-Bannock Tribes Head Start Community Council of Idaho, Shoshone-Bannock Head Start, South Central Head Start 13 Early Childhood Summer Institute 2011 14 Early Childhood Summer Institute 2011 15 Our Mission Head Start/Early Head Start Early Childhood Summer Institute 16 2011 Our Mission Special Education Preschool Early Childhood Summer Institute 17 2011 Who Qualifies for Special Education Preschool Services Early Childhood Summer Institute 2011 18 Positive Social/Emotional LRE Transitions ECO Knowledge and Skills Meet their Needs Federal Requirements IDEA Early Childhood Summer Institute 19 2011 Focus on the “whole child” Parent Involvement: from classrooms to Policy Council Cognitive, language, social and emotional, and physical development Head Start Family support and social service referral Health screening/care: physical, oral, nutritional Early Childhood Summer Institute 2011 20 Mother May I Mind Map The Early Childhood Summer Institute 2011 21 Early Childhood Summer Institute 2011 22 Early Childhood Summer Institute 2011 23 Five Essential Characteristics of a Mind Map • The main idea, subject or focus is crystalized in a central image • The main theme radiate from the central image as “branches” • The branches comprise a key image or key word drawn or printed on its associated line • Topics of lesser importance are represented as “twigs” of the relevant branch • The branches form a connected nodal structure Early Childhood Summer Institute 2011 24 Building a High Quality, Supportive, Early Childhood Program The Early Childhood Summer Institute 2011 25 Early Childhood Summer Institute 26 2011 “Relationships are the active ingredients of Early Experience.” Dr. Jack Shonkoff ‘07 Early Childhood Summer Institute 2011 27 It’s ALL About Relationships Within the physical and emotional environments Between child and teacher Between children Within each child-- the integration of the developmental domains Early Childhood Summer Institute 2011 28 How do those relationships “improve outcomes” and growth of young children? What does it look like? What types of growth and outcomes do you monitor or collect? What do we do with the information? How does it affect your programs and practice? Early Childhood Summer Institute 2011 29 What does “improved outcomes” and growth for young children mean? A positive result or consequence has resulted from the supports and services put in place for young children. A child has received benefit that improves his or her functioning in everyday life. Staff have a common understanding of the outcomes and growth to anticipate for children and what is needed to accomplish the task. Early Childhood Summer Institute 2011 30 Examples of “Outcomes” School District ECSE programs: -Early Childhood Outcomes -Individual goals and objectives (IEPs) Head Start programs: -Head Start Child Development and Early Learning Framework Early learning standards: -Idaho Early Learning eGuidelines Early Childhood Summer Institute 2011 31 So, what does it take to accomplish valued and meaningful growth and outcomes for young children ? An interconnected system or framework of a supportive learning environment, assessment and curriculum. Early Childhood Summer Institute 2011 32 Mental Models Using visual frameworks to improve outcomes and growth for young children… Early Childhood Summer Institute 2011 33 Early Childhood Summer Institute 2011 34 The Building Blocks Model A S S E S S M E N T Explicit, Child Focused Instructional Strategies Embedded Learning Opportunities Curriculum Modifications and Adaptations High Quality Early Childhood Program Adapted from Gail E. Joseph Ph.D. C O L L A B O R A T I O N Early Childhood Summer Institute 2011 35 The Classroom is: Warm and welcoming Looks like children are active learners Shows children’s work is respected Well organized with child access to materials Enough opportunities, variety and complexity Supports relationships Accessible, helpful traffic patterns Self-regulating cues/signs Flexible and responsive Early Childhood Summer Institute 36 2011 High Quality Early Childhood Classrooms are: Developmentally and culturally appropriate Responsive to children’s needs and ideas Includes all domains of learning Thoughtfully planned for intentional teaching Often is “‘commercial” Linked to functional assessment Early Childhood Summer Institute 37 2011 Schedule and time Waiting vs Doing (the studies) Whole group meeting times BIG time blocks for children’s self– directed play Transitions! Individual Instruction Early Childhood Summer Institute 2011 38 Building the Group Life Group size and teacher /child ratios Inclusion Names and recognition Nurturing friendships Saying hello, saying good-bye Rules and boundaries: buy-in Early Childhood Summer Institute 2011 39 Abundance for Learning Enough choice of things to do: the Musical Chairs dilemma (more than 1.5), a source of conflict and ‘bouncing around” and “drifting”. Early Childhood Summer Institute 40 2011 Early Childhood Summer Institute 2011 41 “ Our most important triumphs are failures that never occur.” -Kenneth Warner, Public Health Early Childhood Summer Institute 42 2011 Idaho Early Learning eGuidelines http://healthandwelfare.idaho.gov/Portals/0/Children/IEL eGuidelines/Idaho_Early_Learning_eGuidelines.htm Early Childhood Summer Institute 2011 43 ELeG in Action Idaho Early Learning eGuidelines: In the Preschool Classroom Learning Environments From guidelines to practice Early Childhood Summer Institute 2011 44 Idaho Early Learning eGuidelines Exploring the eGuidelines Planning for a child Planning in the classroom Working with a family Early Childhood Summer Institute 45 2011 Early Childhood Summer Institute 2011 Early Childhood Curriculum 46 Early Childhood Summer Institute 47 2011 Readiness “Ready schools are staffed with teachers who understand child development and how it impacts curricula, instruction and assessment” Dr. Jerlean Daniels, NAECY June 12, 2011 in response to NY Times article on school readiness Early Childhood Summer Institute 2011 48 What we want the whole child to learn Evidence based curriculum Instructional Strategies Scope and sequence for a range of learners and needs Quality EC Curriculum Dynamic system of interconnecting components Ongoing Assessment of child, environment, instruction, childhood development Purposefully planned materials, activities and experiences Supportive environment Meaningful context Individual intersts, cultures, etc. Early Childhood Summer Institute 2011 49 Curriculum Reflection on a Word Go around your table and each define the word “curriculum” Make a “T” chart on provided paper with table definition at the top Share your table’s definition with the group Early Childhood Summer Institute 2011 50 High Quality “Curriculum” Definitions Council for Exceptional Children Division for Early Childhood National Association for the Education of Young Children A high-quality curriculum is thoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehensive and likely to promote positive outcomes. A planned, sequenced program of study based on knowledge, skills and disposition standards/ competencies Early Childhood Summer Institute 2011 51 High-quality curriculum: your definition Looks like: Sounds like: Early Childhood Summer Institute 2011 52 Common Characteristics of High-Quality Tier 1 Instruction Teachers/Interventionists Create learning environments based on Universal Design for Learning Principles Engage in data driven decision making Differentiate to meet children’s diverse abilities Early Childhood Summer Institute 2011 53 Universal Design for Learning Visual (see it) Auditory (hear it) Kinesthetic (do it) Early Childhood Summer Institute 2011 54 Data Driven Decision Making Planning Evaluating Implementing Early Childhood Summer Institute 2011 55 Differentiation Content • State Standards (eGuidelines) • Standards from Professional Organizations Process • Delivery of content • Variation of an activity so that it meets the needs of all leaners Product • Not a “one size fits all” • Different products that show us what kids know and can do. Early Childhood Summer Institute 56 2011 Preschool UDL Common Tier 1 Outcomes Make predictions Compare and contrast Participate recall Early Childhood Summer Institute 2011 57 Multiple Means of Representation (levels of complexity when presenting content) Single to multiple Familiar to novel Known to unknown Supported to independent Concrete to abstract Self to others Inaccurate to more accurate Early Childhood Summer Institute 2011 58 Multiple Means of Engagement Motivation Attention Curiosity Preferences Interests Variety Choice Early Childhood Summer Institute 2011 59 Multiple Means of Expression (the product) Drawing Gesturing Singing Dancing Speaking Pointing Assistive technology Early Childhood Summer Institute 60 2011 Table-group Activity Using the book There Was An Old Lady Who Swallowed a Fly, Develop an activity that uses UDL principles. Think about the children in your classroom and design the activities so that all children have the opportunity to meet the learning outcomes regardless of their abilities. Early Childhood Summer Institute 2011 61 Ideas for embedding learning opportunities during lesson planning Consider the schedule, times, activities Consider how it might look in each learning area How you might extend and embed the lesson. Early Childhood Summer Institute 2011 62 Data Driven Decision Making Focuses on the child’s strengths and needs and matches these with instruction Allows for input from multiple perspectives Facilitates collaborative planning for success Documents baseline and charts progress Allows for more strategic teaching Early Childhood Summer Institute 2011 63 Data: Information that “drives” planning and decision making Achievement (Knowledge and Skills) Interests/Passions/Motivation Learning Styles and Preferences Aptitude and Ability Areas Disability and Challenge Areas Physical Development Social and Emotional Needs Ecology/Context Home and Family Early Childhood Summer Institute 2011 64 What Kinds of Data Do We Have? Observations Work Samples Conversations with caregivers Curriculum Based Assessments Individual Growth and Development Indicators Standardized Assessment Early Childhood Summer Institute 2011 65 Video Clip http://www.cde.state.co.us/resultsmatter/RMVid eoSeries.htm Early Childhood Summer Institute 66 2011 Table-group Activity Using the book There Was An Old Lady Who Swallowed a Fly, Now add information to your activity sheet based on what you already know about your children through various types of data. Early Childhood Summer Institute 67 2011 Early Childhood Summer Institute 68 2011 CLASS