early childhood summer institute 2011

1Early Childhood Summer Institute

2011


2011

COURSE OBJECTIVES• 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

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Why are we here at an Early Childhood Institute? High quality early education produces long-lasting

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 Institute2011

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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


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KWLD What do I Know? What do Want to Know? What I have Learned? What I would like to Do?



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1964

Lyndon B. Johnson signs the Economic Opportunities Act


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1965

“No American child shall be condemned to failure by the accident of his birth.”


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1965

Lady Bird Johnson at the opening of new Head Start Program

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1968

Handicapped Children’s Early Education Program


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1975

Education for All Handicapped Children Act PL 94-142


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1986/1990

Individuals with Disabilities Education Act (IDEA) PL 101-476 & 105-17


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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

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Our Mission

Head Start/Early Head Start


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Our Mission


Special Education Preschool

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Who Qualifies for Special Education Preschool Services


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Federal Requirements IDEA

Positive Social/Emotiona

l

Knowledge and Skills

ECO

Meet their Needs

LRE Transitions


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Focus on the “whole child”

Cognitive, language, social and emotional, and physical development

Health screening/care

: physical, oral,

nutritional

Family support and social

service referral

Parent Involvement:

from classrooms to Policy Council


Head Start

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Mother May I


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Mind Map

The Early Childhood Summer Institute2011


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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



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Building a High Quality, Supportive, Early Childhood ProgramThe Early Childhood Summer Institute2011

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“Relationships are the active ingredients of Early Experience.”

Dr. Jack Shonkoff ‘07


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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


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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?


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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.


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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


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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.


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Mental Models

Using visual frameworks to improve outcomes and growth for young children…


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High Quality Early Childhood Program

Curriculum Modifications and Adaptations

Embedded Learning Opportunities

Explicit, Child Focused Instructional Strategies

The Building Blocks Model

Adapted from Gail E. Joseph Ph.D.

ASSESSMENT

COLLABORATION


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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


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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


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Schedule and time Waiting vs Doing (the studies) Whole group meeting times BIG time blocks for children’s self–

directed play Transitions! Individual Instruction


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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


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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”.



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“ Our most important triumphs are failures that never occur.” -Kenneth Warner, Public Health


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Idaho Early Learning eGuidelines


http://healthandwelfare.idaho.gov/Portals/0/Children/IELeGuidelines/Idaho_Early_Learning_eGuidelines.htm

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ELeG in Action Idaho Early Learning eGuidelines: In the

Preschool Classroom

Learning Environments From guidelines to practice


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Idaho Early Learning eGuidelines

Exploring the eGuidelinesPlanning for a childPlanning in the classroomWorking with a family



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Early Childhood Curriculum

Early Childhood Summer Institute

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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


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Quality EC

Curriculum Dynamic system of

interconnecting components

What we want the

whole child to learn

Instructional Strategies for a range of learners and needs

Purposefully planned

materials, activities

and experiences

Supportive environmentMeaningful

contextIndividual intersts,

cultures, etc.

Ongoing Assessment of

child, environment, instruction, childhood

development

Evidence based

curriculumScope and sequence


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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


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High Quality “Curriculum” Definitions

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.

Council for Exceptional Children

Division for Early Childhood

A planned, sequenced program of study based on knowledge, skills and disposition standards/ competencies


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High-quality curriculum: your definition

Looks like: Sounds like:


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Common Characteristics of High-Quality

Tier 1 InstructionTeachers/Interventionists

Create learning environments based on Universal Design for Learning Principles

Engage in data driven decision making Differentiate to meet children’s diverse

abilities


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Universal Design for Learning

Visual (see it)Auditory (hear it)Kinesthetic (do it)


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Data DrivenDecision Making

Planning

Implementing

Evaluating


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DifferentiationContent

•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.


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Preschool UDL Common Tier 1 Outcomes

Make predictions Compare and contrast Participate recall


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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


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Multiple Means ofEngagement

Motivation Attention Curiosity Preferences Interests Variety Choice


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Multiple Meansof Expression

(the product)

Drawing Gesturing Singing Dancing Speaking Pointing Assistive technology


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Table-groupActivity

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.

Click icon to add picture


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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.


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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

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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

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What Kinds of Data Do We Have?

Observations Work Samples Conversations with caregivers Curriculum Based Assessments Individual Growth and Development

Indicators Standardized Assessment


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Video Clip http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm


http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm

http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm

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Table-groupActivity

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.

Click icon to add picture



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CLASS


early childhood summer institute 2011

Documents

early childhood institute

busy summer

high quality early education

week summer program

young children

programs of children

children ready

competent children