un buen comienzo (a good start) · ntent 1. the chilean context and the intersectorial creation of...

Un Buen Comienzo (A Good Start)Evolution, results and lessons learned

Andrea Rolla & Marcela Marzolo

Co

nte

nt

1. The Chilean context and the

intersectorial creation of the

Un Buen Comienzo program

2. The evolution of the

intervention and the

evaluation of the program

3. Lessons learned

Share the experiences, results, and lessons

learned from the professional development

program Un Buen Comienzo

Non-profit organization in education

aiming to create and increase learning

opportunities and outcomes for children

from at-risk communities in Chile.

Who we are

7

1.The national and

international

context and the

intersectorial

creation of the Un

Buen Comienzo

(UBC) program

2006: The Government Emphasized Early Childhood Education

and Early Childhood in General

International Evidence on the Importance of Early Childhood Education

Need to improve process

quality, beyond structural

quality and access

Why was UBC created?

Harvard University,

Chilean Ministry of

Education, and Fundación

Educacional Oportunidad

lead an Interinstitutional

Technical Council (Mesa

Técnica Interinstitucional),

which defines the

characteristics of the

intervention

How it was created?

An initiative to improve the

quality of early childhood

education in Chile through

professional development

with a focus on classroom

coaching

UBC is defined as:

2.

The Evolution of

the Intervention

and the Evaluation

of the Program

UBC Experimental Trial 2008-2011

• 6 municipalities in the

Metropolitan Region (Santiago)

• 32 schools

• 3,200 children

The CLASS instrument (Pianta, La Paro, & Hamre,

2012), that measures the quality of teacher-child

interactions, was appropriate for the Chilean context.

Quality of Interactions Classroom

Observation Instrument

Beginning of

PreKindergarten

End of

PreKindergarten

End of

Kindergarten

Leyva et. al. ( 2015)

Quality of Interactions Classroom

Observation Instrument

Results: UBC 2008-2011 Positive Impact

on Quality Teacher-Child Interactions

0,3760,432

0,056

0

0,2

0,4

0,6

0,8

1

EmotionalSupport

ClassroomOrganization

InstructionalSupport

0,814

0,459 0,438

0

0,2

0,4

0,6

0,8

1

EmotionalSupport

ClassroomOrganization

InstructionalSupport

Eff

ect

siz

e

***

* ~*

*

~p<.10, *p<.05, ***p<.001

Yoshikawa et al. (2015)

UBC Impact Year 1 UBC Impact Year 2

Results: UBC 2008-2011 Positive Impact

on Quality Teacher-Child Interactions

UBC Teachers Taught More Minutes of High

Quality Language Instruction, with Small but

Significant Impacts on Emergent Literacy at

the End of Kindergarten

UBC Experimental Trial Results

3.8

7.38.9

4.3

12.3* 13.0~

0

2

4

6

8

10

12

14

16

18

20

22

24

0 1 2 3

Nu

mb

er

of

min

ute

s p

er

day

Point of Observation

Comparison Full UBC

Baseline End of Year

1

End of Year

2

Statistical significance levels are indicated as ~ = .10, * = 0.05, ** = 0.01, *** = 0.001

Mendive, Weiland, Yoshikawa, & Snow (2015)

UBC Experimental Trial Results

Statistical significance levels are indicated as ~ = .10, * = 0.05, ** = 0.01, *** = 0.001

Impact for the

Entire Sample

Impacts for Children Who Were

More Likely to Attend School

-0,07 0,09 -0,03 -0,060,002

0,181 0,214

-0,11

-1

-0,8

-0,6

-0,4

-0,2

0

0,2

0,4

0,6

0,8

1

Eff

ect

Siz

es * *

Arbour et al. (2015)

UBC Experimental Trial: Small-Moderate Impact on

Emergent Literacy in Children Who Attend School More

Results and Lessons Learned

from UBC Experimental Trial

Impacts

Teachers:

• In quality of teacher-child interactions and quantity

and quality of language instruction

Children:

• In attention, impulse control, and reduction of

aggressive behavior

• In those who attended school more, better results in

emergent literacy

Lessons Learned

• High percentage of absenteeism in Prekindergarten

and Kindergarten

• Low Instructional Support in classrooms

• Low dosage in terms of language instruction

• Low levels of oral comprehension in children

And much more…

Results and Lessons Learned

from UBC Experimental Trial

Evolution of Un Buen Comienzo

2008-2011 2011-2013

+ School leadership

+ Continuous quality

improvement

+ Attendance

+ Language,

socioemotional

and health

+ Coaching


2008-2011

+ Language,

socioemotional

and health

+ Coaching

+ School leadership


improvement

+ Attendance

2014-2017

+ Instructional

time

+ Effective

interactions

+ Attendance

+ Coaching +

Video feedback


2011-2013

2008-2011

+ Instructional

time

+ Effective

interactions

+ Attendance

+ Coaching +

Video feedback

2018

+ Language,

socioemotional

and health

+ Coaching

+ Creation of a

sustainable

Network

Improvement

Community (NIC)

13 municipalities

60 schools

150 teachers

120 school leaders

+ School leadership


improvement

+ Attendance


2014-20172011-2013

2008-2011

+ Instructional

time

+ Effective

interactions

+ Attendance

+ Coaching +

Video feedback

+ Language,

socioemotional

and health

+ Coaching

+ Creation of a

sustainable

Network

Improvement

Community (NIC)

23 municipalities

153 schools

500 teachers

12.400 students

+ School leadership


improvement

+ Attendance


13 municipalities

60 schools

150 teachers

120 school leaders

20182014-20172011-2013

What is UBC today?

A professional development program for

teachers and municipal and school

leadership teams that aims to improve the

quality of preschool education through

supporting schools to enhance pedagogical

and leadership practices for greater

language, socioemotional and executive

function development in at-risk children.

ActorsStrategies for

capacity

development

Content and

Methodologies

What is UBC today?

Actors

+ Classroom teams

• Teachers

• Aids

+ Leadership teams:

• Principals

• Pedagogical

leaders

+ Families

+ Municipal

counterparts

What is UBC today?

Strategies for

capacity development

+ Training/strategies

and methodologies

+ Coaching + video

feedback =

pedagogical reflection

+ Collaborative

instances: Learning

sessions, municipal

meetings, visits among

schools.

What is UBC today?

Content and

Methodologies

+ Overall

• CQI (IHI)

• DataWise (Harvard)

+ Specifics

• Effective interactions

(CLASS)

• Instructional time

(Stallings)

• Language and

socioemotional

instructional

strategies

What is UBC today?

36

Learning

Session 1

Learning

Session 3

Learning

Session 2

Model of Network Sharing

Improvement theoryInterested municipalities

and schools

Action periods+ PDSA cycles

+ Coaching + Video

feedback

+ Data analisys

+ Municipal meetings

+ Visits among schools

+ Virtual and onsite training

Working as a

network

promotes

improvements

in ALL

schools


+ Coaching + Video

feedback

+ Data analisys




80% of PK

children and

90% of K

children reach

the “advanced”

category in the

language

evaluation at the

end of the year.

None are in the

“initial” category

Maximization of

instructional time

Promote effective

classroom interactions

Aim Primary Drivers

Improve school

attendance

Theory of improvement

Implementation of integrated

pedagogical plans

Time management in classroom

Use of CLASS (emotional

support, classroom organization,

and instructional support)

Coaching with

video- feedback

Establishment of

Attendance Committees

(one-on-one support)

Universal strategies

(for all students)

Secondary Drivers

180807 Estrategia UBC - Carmen Gallegos - (ENGLISH).mp4

40

Learning

Session 1

Learning

Session 3

Learning

Session 2



+ Coaching + Video

feedback

+ Data analisys





and schools

Working as a

network

promotes

improvements

in ALL

schools


+ Coaching + Video

feedback

+ Data analisys




42

Learning

Session 1

Learning

Session 3

Learning

Session 2



+ Coaching + Video

feedback

+ Data analisys





and schools

Working as a

network

promotes

improvements

in ALL

schools


+ Coaching + Video

feedback

+ Data analisys




UBC Model- Coaching and meetings with

school teams

Coaching session with video

feedback focused on improving

quality of interactions and

instructional time

Virtual coaching focused on

following the ideas tested

Session to review and

provide feedback on data

44

Learning

Session 1

Learning

Session 3

Learning

Session 2


Working as a

network

promotes

improvements

in ALL

schools


+ Coaching + Video

feedback

+ Data analisys





and schools


+ Coaching + Video

feedback

+ Data analisys




UBC Network

Improvement Community

These changes did make a difference

What results have we obtained?

Improvements in pedagogical practices

in teachers and in language, literacy

and socioemotional development and

executive function in children

Learning and

Development

Pedagogical Practices

Language

Executive Function

Socioemotional

Development

Instructional Time

Effective

Interactions

Results Children: Language and Literacy

Development (Woodcock-Muñoz)

0,21

0,3

0,18

0,38

0,27

0,2

0

0,05

0,1

0,15

0,2

0,25

0,3

0,35

0,4

UBC experimental 2008-2011

UBC experimental 20%2008-2011

UBC VI 2011-2013 UBC VI 2014-2015

Eff

ec

t S

izes in

Sta

nd

ard

Devia

tio

ns

Versión UBC

Escritura emergente

Identificación de letras ypalabras

Comprensión de textos

UBC Children

Comparison

Group Children Emergent

ReadingEmergent Writing Emergent Reading

Comprehension

Differences in Emergent LiteracyDevelopment in UBC vs. ComparisonGroup Children

5 years 10 months 6 years 6 months 5 years 3 months 6 years 5 months 5 years 7 months 6 years 11 months

Child Impacts: Executive Function

and Socioemotional Development

Executive function consists of the early skills

that are important in the integration of

cognitive and affective development in

children, due to the fact that they test mental

abilities that help the brain to organize and act

according to the information it receives,

permitting it, then, to plan, organize, pay

attention, prioritize, etc.

0,3

0,2

0,54

0,43

0,49

0,161

0,28

0,48 0,48

0

0,1

0,2

0,3

0,4

0,5

0,6

UBC experimental 2008-2011

UBC VI 2011-2013 UBC VI 2014-2015

Eff

ec

t S

ize iin

Sta

nd

ard

Devia

tio

ns

Version UBC

Cuerda Floja (Control inhibitorio,autorregulación motora)

Comportamiento externalizante

Comportamiento internalizante

Comportamiento pro-social

Atención*

Control de impulsos

Child Impacts: Executive Function

and Socioemotional Development

Improvement in the Quality of Teaching:

CLASS, Effective Interactions, Instructional Support

Threshold of teaching

quality to produce

significant impacts in

child development (3.25)

(Burchinal et al., 2010)2,1

2,3

3,79

1

2

3

4

5

6

7

UBC experimental2008-2011

UBC VI 2011-2013 UBC VI 2014-2015

Instr

uctu

ion

al

Su

pp

ort

Version of UBCCalidad de la enseñanzaal final del proyecto

Example of Effective Interactions: Positive Climate

-16%-13%

-4% -4%

1% 2% 5% 7% 8% 10% 13%17% 19% 19%

22% 22% 22% 24%

38%44% 46%

50%

-40%

-20%

0%

20%

40%

60%

80%

100%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Variation Percentage Instructional Time between April-May and November 2017

Improved their Instructional Time

Reduced their Instructional Time

of UBC teachers improved their

percentages of Instructional time81%

3.Lessons

learned

+ Flexibility

+ Willingness to improve

+ Collaboration with all

stakeholders

+ Permanent evaluation

+ Practice based on

research and experience

on the ground

+ Alignment with

public policy

What elements have

been essential?

And above all:

+ AUTONOMY

for teachers and leaders

to learn, think about, and

propose ideas to improve.

+ COLLABORATION

Joint work in search of

a common goal.

What elements have

been essential?

Thank you!

un buen comienzo (a good start) · ntent 1. the chilean context and the intersectorial creation of...

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