Wednesday, August 7, 2013

Game Change


Game Change

As you know, DEL reviewed the first year of Early Achievers and made some MAJOR changes!
The most profound change is that they decided not to publish the “ratings”.  Once you have been rated, if you pass 30 points out of 100, you will be listed as having reached a “Quality Level of Excellence” 
So let’s look at the numbers…
If you pass the minimum level for the ERS (Environment Rating Scale) – which you have to do to move on, you would get 5 points. 
ERS is scored on a 1-7 continuum, with 7 considered excellent and 1 considered
inadequate.
Facility-level score determines points awarded for this component: (for centers,
this means an average of assessed classroom scores)
• 3.5 (5 points)
• 5 (10 points)
• 6 (15 points)
If you pass the minimum level for the CLASS assessment – which you have to do to move on, you would get 20 points (10 for each of the 2 parts)
CLASS: Instructional Support/Engaged Support for Learning domain looks at:
Facility-level score determines points awarded for this component: (for centers,
this is an average of assessed classroom scores)
• 2-3.4 (10 points)
• 3.5-4.4 (15 points)
• 4.5 & higher (20 points)
CLASS: Emotional Support & Classroom Organization/Emotional and Behavioral
Support domains look at:
Facility-level score determines points awarded for this component: (for centers,
this is an average of assessed classroom scores)
• 3.5-4.9 (10 points)
• 5.0-5.9 (15 points)
• 6.0 & higher(20 points)

Here is the math, then.   5 + 20 = 25.  From the remaining 45 possible points, you only need to get 5 more!!
The stakes that were so high, have been removed.  Instead of having to try to get above 70 points to get to Level 4, you now just need to make 30+. 
Whew!!  What a huge relief!!  Let’s move forward!!!


Getting the 5+ extra points will be quite easy: 
You may likely get some points in the Professional Development section.
If you have been participating in the reflective practice group – 2 points
I will be able to send you a detail of the dates and times I have worked with you – up to 3 points
Agreeing to wear the LENA recording device during the UW observation (just records interactions – with no expectation of any threshold) – 1 point

If you provide information for families about resources in the community – 1 point

The list goes on… 

As long as you meet the minimums on the two UW assessments, we will make sure you qualify for the additional points you need.  No reason to put if off any longer – let’s get you on to coaching and improvement  $$!!!

OK – let’s say you just don’t make the minimum on the ERS or the CLASS.  No worries.  As long as you get assessed in 2013 – you can have them come out again in 2014 and redo just the part that didn’t meet the minimum and move up to the above 30 points then.

It’s a real WIN-WIN for everyone.  You get to move on to the next step, and DEL gets to implement the coaching and $$ they have waiting for you.

WAHOO!!

Friday, June 21, 2013

Music Videos!!

At our reflective practice group this month we created "music videos" to highlight key elements of the CLASS assessment.  Here they are!  You can also view these videos on YouTube at http://www.youtube.com/channel/UCdQnjl_ZvBCAnHKZ4HvKTtw

The first video highlights the Emotional Support section of the CLASS




The second video is showing key elements of the Classroom Organization part of the CLASS



The third video gives important messages about the Instructional Support section of the CLASS




The next day, we repeated this activity at The Goddard School and here are their videos (also on the YouTube page)


Emotional Support



Classroom Organization



Instructional Support

Monday, June 3, 2013

Each Child is an Individual

                      
 

At our Reflective Practice group last month, we discussed the importance of teaching to EACH CHILD.  As we help children be ready for school, it is critically important that we see the needs of each child individually.   The Early Achievers point system recognizes this in several places:

Ongoing assessment of children’s strengths and needs to monitor progress (e.g., child portfolio/work sampling assessments) and inform instruction    (2 points)

When facilities gather information to learn about each child’s progress and needs on a regular basis, they are better able to plan and provide individualized instruction that best supports each child’s growth and development.
This component looks at how facilities gather and use information about children by considering:
• Are both formal and informal assessments used?
• Is information about each child’s strengths and needs collected and assessed on an ongoing basis at least three times per year?
• Are assessments conducted with all children within 90 days of enrollment?
• If child assessment information is collected, how is it used to inform curriculum and activity planning and to monitor child progress?



Individualized instruction for all children (1 point)

Individual child information is a valuable planning tool to support children’s development and school readiness. This component considers:
• Are each child’s background, interests, and approach to learning and developmental needs considered when planning activities and during provider-child interactions?



Periodic review and use of child assessment data for continuous program improvement (e.g., analyze group patterns and behaviors) (1 point)

Looking at trends or patterns in child assessment information across children is a valuable planning tool to support groups of children. This component considers:
• How are the needs of all children in a group considered when making plans to improve programming?
• Are specific action plans in place to address targeted enhancements based on data?
This component refers to aggregate data, which means assessment information about a group of children (e.g., classroom) that is combined to get a high-level look at the group’s strengths and needs.
At the group meeting, we used paper dolls to create “children” – they could be based on an actual child, or an imagined one.   We identified the interests, challenges and emerging skills for each child.  In small groups then, we took these children as if they were a new “class” and discussed how to plan experiences that nurture the emerging skills, take into account the interests and factor in the challenges of each child. 

The Early Learning Development Guidelines are a great tool to help you identify skills and make plans for them  You can get it here http://www.del.wa.gov/development/guidelines/ 





Rather than teaching only to a theme, how can you be conscious of teaching to the individual children in your group?

Thursday, May 9, 2013

Catch Them Being Good!!



What we focus on is what we get.  On my observations at sites, a place where I often see growth needed is to focus more on the positive.
Such a simple thing, right?   But so often we forget to do it!
When a child/children are doing exactly what you hope for them to do – sitting nicely, using thinking skills, touching gently, carrying on a conversation…  whatever it is- support that by noticing and commenting.
Can you challenge yourself to notice each child doing something great and saying so?
Both the Environment Rating Scale and the CLASS assessments will be looking for this.  Boost your score by focusing on the positive (and you’ll most likely get lots more positive behaviors from the children!)

Thursday, April 11, 2013

Early Achievers in the News


There was a great article in the Redmond Reporter about Early Achievers – take a look! 

http://www.redmond-reporter.com/news/201299581.html   

Simple Reminder

Remember the idea of tying a string around your finger to help you remember something?  At a recent reflective practice group we did a similar thing with wood beads. 


In the CLASS assessment, the “Concept Development” section has some key practices to do with children to help them develop reasoning skills.   Asking prompting questions, predicting, comparing, brainstorming and relating to real life may not be things you are used to doing on a regular basis. 
In order to remind ourselves about incorporating these skills into our interactions with children, we make wood bead bracelets with the key first letters of each word on 5 of the beads.  Whenever the bracelet passes your line of vision, be reminded to incorporate something deeper into your interactions. 
Give it a try!


 


Questions
Predict
Compare
Brainstorm
Relate to real life

Keep The Conversation Going!

Having deep, rich conversations with children helps them develop language skills, conversational skills and reasoning skills that will help them be successful in school. 
Once the conversation begins, you can keep it going.  See it like a tennis match.  The ball keeps going over the net between both of you many times like a tennis volley.  So often, our talk with children is just a serve and a return – you say something and they answer.  Challenge yourself to long volleys instead!
 

Questions that get children to think are great ways to get a conversation started.  Here is a list that came from a recent reflective practice group exercise: 

Open ended questions/starters
What would happen if…
What do you think this book might be about?
Do you need anything else?
What do you need to get started?
How does that work?
How did that happen?
What is another way we could do that?
Can you think of…
How will you start?
What is your plan?
What’s happening?
How could you get that out?
How do you think we could fix that?
Want do you think happens next?
What could we do?
What do you think made this happen?
What should we put in this space?
How do you think…
What do you think about…
What made you think of that?
What are some ways…
How could we…
What else could we…
What else can you think of to…
What is another way to…
What is another way we could…
Do you have any ideas about…
What ideas can you think of for…
I wonder if there are other ways – what do you think?
How could we figure that out?
What would we need to…
Help me figure out…
What are your best ideas about…
I bet you have an idea about…
I need help figuring out…
What would be the best way to…
How many ways could we…
What are some other ideas about this?
How do you think we could…
Why do you think that this…
What do you think?
How did you figure that out?
Tell me how…
Tell me when…
Tell me why…

Keep it going with simple prompts:  And?…..   And then what?…..   Then?…..  What happened next?.....