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Promoting Early Childhood Outcomes Through a Systems-
focus on QualityA Dialogue with Arizona & Iowa
Early Childhood Outcomes ConferenceBaltimore, MD
ECO & Program Quality
The influence of state contexts Specific efforts
Systemic integrationUse of dataCapacity building
US Department of Health & Human
Services
US Department of Education
Head Start Grant Recipients
AZ Department of Economic
Security
AZ Department of Health Services
Child Care Programs
(Centers & Regulated Homes)
School District Preschool Programs
AZ Department of Education
ECE Fragmentation in AZ
AZ Early Intervention Program
Office of Head Start
Child Care Bureau
Funding Streams
Regulatory Authority
Tentative Connections
OSERS/OSEP OESE
Nagasawa, N.D.
Where we hope to be in Arizona
• “First Things First”• Smart Start inspired• Year One
Arizona Early Childhood Development and Health Board, 2008
Iowa’s Approach
SPP Activities for ECO Include Alignment with…
Quality Preschool Program StandardsCurriculumAssessment of Child Progress
Iowa’s Early Learning Standards
Where We Started…
Early Childhood Iowa: State ContextSupport an Early Care, Health and
Education System Iowa Department of Education
Assure quality early childhood education
Contribute to an early care, health and education system
Early Childhood Iowa Alliance of stakeholders in early care, health &
education
• “Children Ready to Succeed in School”
http://www.state.ia.us/earlychildhood/index.html
State Board of Education• “All children will enter school ready to learn.”
Iowa Department of Education• “All children will enter school ready to learn.”
http://www.iowa.gov/educate/
Early Childhood Education: One of Iowa’s Priorities
Iowa’s Quality ECSE StudySpring 2005
Randomly Selected EC and ECSE Settings50 early childhood classrooms 50 early childhood special education
classrooms Findings
42% of teachers did not use a curriculum;Majority of teachers did not use a
comprehensive, evidence-based assessment tool; and
Over 10% of teachers only form of monitoring children’s progress related to IEP.
The Essential Question
Are students with disabilities entering school ready to learn at high levels?
Stars Lining Up…DE Early Childhood Services Bureau
Federally Funded Programs: Early ACCESS (Part C) Lead Agency Early Childhood Special Education Even Start Head Start Collaboration Project Office
State Funded Programs: Community Empowerment Liaison Voluntary Preschool for 4-Year-Old Children Shared Visions – Family Support and Preschool Programs
for Children At-Risk
Quality
Program
Standards
Early
Learning
Standards
Professional
Development
Community
Collaboration
Iowa’s early childhood education system integrates these four strategies.
Early Childhood Education
Very Similar Foci in AZ
Early Learning Standards
Collaboration/Systems Integration
Monitoring & Quality Validation
Program Standards
Professional Development
Another Way to Look At It
Early Learning Standards
Monitoring &Quality
Validation
CHILD OUTCOMES
Program Standards
Professional Development
ProfessionalDevelopment
Iowa’s Quality Preschool Program Standards (QPPS)
1. Relationships
2. Curriculum
3. Teaching
4. Assessment of Child Progress
5. Health
6. Teachers
7. Families
8. Community Relationships
9. Physical Environment
10. Leadership & Management
In Arizona
Staff Qualifications Operations Cultural and linguistic
congruence Family involvement Staff development Program evaluation Transitions Health Nutrition Social Services Collaboration Assessment Resources
Iowa’s Early Learning Standards Birth-Five
Physical Well-Being & Motor Development
Approaches To Learning Social & Emotional Development Communication, Language & Literacy Mathematics and Science Creative Arts
Early Learning Standards Side by SideIowa Physical Well-Being
& Motor Development
Approaches To Learning
Social & Emotional Development
Communication, Language & Literacy
Mathematics and Science
Creative Arts
Arizona (Ages 3-5) Social Emotional Language & Literacy Mathematics Science Social Studies Physical
Development, Health & Safety
Fine Arts
STRAND 2: SOCIAL INTERACTIONS WITH OTHERS - CONTINUED
AZ EARLY LEARNING STANDARD HEAD START CHILD OUTCOME AZ KINDERGARTEN STANDARD
Cooperation Social & Emotional Development Comprehensive Health
Responds when adults or other children initiate interactions.Initiates and sustains positive interactions with adults and friends.
Develops increasing abilities to give and take in interactions; to take turns in games or using materials, and to interact without being overly submissive or directive.Shows progress in developing friendships with peers.
Identify characteristics of attentive listening skills that build and maintain healthy relationships.Share space and equipment with others.
Demonstrates positive ways to resolve conflict.
Show increasing abilities to use compromise and discussion in working, playing and resolving conflicts with peers.
Differentiate between negative and positive behaviors used in conflict situations.Demonstrate nonviolent strategies to resolve conflict.
STRAND 3: RESPONSIBILITY FOR SELF AND OTHERS
Self-Control Social & Emotional Development Comprehensive Health
Understands and follows rules in the learning environment.Adjusts behavior for alternate activities and in different settings of the learning environment.
Apply, with teacher reinforcement, classroom rules and procedures and safe practices.
Accepts the consequences of actions positive or negative.
Develops growing understanding of how their actions affect others and begins to accept the consequences of their actions.
ECO AREA ALIGNMENT WITH IOWA’S EARLY LEARNING STANDARDS
CONVERSATION STARTERSUse these questions to guide the IEP Team’s discussion of the child’s performance for each area of the Early Childhood Outcomes. These questions are NOT designed to be a checklist of performance but to help the team understand what information about the child’s skills and behaviors, across settings and situations, relates to each of the Early Childhood Outcome areas. These questions can also provide a way to focus the team’s discussion.
Children have positive social-emotional skills (including social relationships).
INFANT AND TODDLER Standards:3.1 Display a positive awareness of self.3.2 Show increasing awareness of and ability to express emotions in socially and culturally appropriate ways.3.3 Develop and maintain positive relationships with significant caregivers.3.4 Respond to and initiate interactions with other children.3.5 Demonstrate a sense of comfort within their family, program, community and culture.
PRESCHOOL Standards:9.1 Express a positive awareness of self in terms of specific abilities, characteristics and preferences.9.2 Show increasing ability to regulate behavior and express their emotions in appropriate ways.9.3 Relate positively to caregivers who work with them.9.4 Develop the ability to interact with peers respectfully and to form positive peer relationships.9.5 Have an increasing awareness of belonging to a family, community, culture and program.
Think about relating to adults and children; and following rules related to groups or interacting with others.How does the child display his/her emotions?In what situations and ways does the child express delight or display affection?How does the child read and react to the emotions and expressions of others?Does the child display an awareness of rules and expectations? How? Does the child behave differently in different contexts (e.g., quieter in church, more active outside)?In the child’s interactions, are there behaviors that may interfere with relationships or seem inappropriate in interactions expected of the child’s age (e.g., screaming, biting, and tantrums)? How often does this occur? In what situations does it occur/not occur?How does the child display awareness of routines? How does the child respond to transitions in routines or activities? Are the child’s actions different from familiar transitions versus new transitions or different across settings or with different people?How does the child relate to his/her parents and with familiar caregivers (e.g., child care provider)?How does the child interact with other children in various settings and situations (e.g., at child care, preschool, park, stores, etc.)?How and in what situations does the child interact with others in mutual activities (e.g., joint attention, communicate to convey desire to engage, initiate interaction or play, participate in games)?How does the child interact with/respond to people in community settings (e.g. park, library, grocery store, church, restaurants, etc.)?How would you expect other children of this age to act in various settings and situations?
Professional DevelopmentFocuses on Quality Improvement
Target Audience EC/ECSE personnel providing early childhood special
education services
Areas of Emphasis Quality Preschool Program Standards (QPPS) Iowa Early Learning Standards (IELS) Early Childhood Outcomes (ECO) Curriculum and Child Assessment (e.g. Creative Curriculum
and Developmental Continuum Assessment)
Outcomes of Professional Development Implement research-based program standards, curriculum and
assessment of child progress Enhance children’s developmental skills Ensure children are progressing toward positive early childhood
outcomes
•10 Area Education Agencies (AEA) – regional service agencies•365 Districts
AEA Will: Preschool Program Will: DE Consultants Will:
Build capacity of programs to implement each standard and criteria
Learn about QPPS Standards and their relationship to quality programming in
Early Childhood/ Early Childhood Special Education
Provide guidance on QPPS implementation
Emphasize understanding of the standards and criteria
Register for the self-study process with the Department of Education
Provide guidance on selection of evidence for QPPS portfolios
Provide guidance in deciding types of evidence for QPPS portfolios
Complete the QPPS self-assessment, one per classroom
Provide regional professional development on curriculum and assessment
Provide technical assistance and follow-up support to districts
Prioritize needs and develop and implement the quality improvement plan
Provide support and guidance in year one, and conduct a Verification Visit in year two
Prepare to demonstrate evidence that each standard is being met during the DE
Verification Visit
Provide technical assistance to AEA
Implementation is a Collaborative Effort!
Ongoing Progress Monitoring Training Built on 2 years of
standards training Foundational skills Training of trainers Professional learning
communities Every other week for
six weeks Initial year, N=30
district teams Other existing
meetings & conferences
The Early Childhood Quality Improvement Process (ECQUIP)
Statewide training – 2 years
Horizontal & vertical alignment
Monitoring: Have tos (compliance)
Validation: Want tos (quality)
Alignment with K-12
School Improvement Standards School and District Leadership Curriculum, Instruction and Professional Development Classroom and School Assessments School Culture, Climate and Communication
State Personnel Development Grant (SPDG)
RTI Self-assessment process Use of ECE data Kindergarten transition plans
Standard 1: SCHOOL AND DISTRICT LEADERSHIP
Indicators
1.1 Leadership has led an inclusive process of developing a sustained and shared vision and mission as well as a written philosophy that is the basis for program planning, implementation, evaluation and modification.
1.2 The Leadership meets regularly with the early education staff to formulate, review, or revise the ECQUIP process/plan.
1.3 Leadership promotes and sustains continuous school improvement by providing organizational structure, allocating funding, monitoring the use of resources (e.g., fiscal, professional development, planning time).
1.4 Leadership ensures systems are in place to monitor the integrity and accuracy of child assessment data collected and reported by the program.
1.5 Leadership provides and supports professional development opportunities for early education program staff to strengthen their competencies in planning and implementing appropriate and effective educational programs for young children. Staff are committed to long-term professional growth that is continuous and job-embedded
Standard 1: School and District LeadershipThe district and school leadership focuses on improved student achievement by using the results from the ECQUIP process to assess the effectiveness of program management practices as the basis for improvement.
Indicators
Levels of Performance Suggested Evidence3
Exceeds2
Meets1
Approaches0
Falls Far Below
1.4 Leadership ensures systems are in place to monitor the integrity and accuracy of child assessment data collected and reported by the program.
*Leadership randomly reviews the child assessment data collected by Program Personnel
*Leadership ensures the accuracy of assessment information collected and reported through the in class review of assessment related data (portfolio’s, work sampling, observations etc)
*The Leadership has a written plan outlining its system for assuring the accuracy of data collected and reported by the program
*The program has a formal process for data collection and reporting
*Leadership has selected an assessment plan but has not formalized a process for data collection or reporting
*Assessment data is collected and reported but no evidence is found for a process to ensure the integrity of the data
*Data collection and reporting occurs irregularly
*Data collection and reporting does not occur
*Interview Administration (specifically on staff assessment training and process used to ensure the integrity and accuracy of assessment)*Interview Program Personnel (specifically on assessment training)*Review sign in sheets for staff training on assessment (if applicable)*Review staff Professional Development information particularly certificates for assessment training (if applicable)*Review Child Portfolio collections*Review child assessment scores*Additional evidence found
Telling the Story of ECE in AZ
Monitoring and reporting State & local program evaluation State Quality Improvement Rating
System: Alignment of ECQUIP & Program Standards
Strategic communications
For More Information
Iowa’s Early Childhood Standards:http://www.iowa.gov/educate/content/view/681/805/
Early Childhood Special Education:http://www.iowa.gov/educate/content/view/631/594/
State Performance Plan/Annual Performance Reports:http://www.iowa.gov/educate/content/category/22/552/592/
Contact Dee Gethmann, 619 Coordinator [email protected] or 515.281.5502
For More Information
Arizona Early Learning Standardshttp://www.ade.az.gov/earlychildhood/downloads/EarlyLearningStandards.pdf
Guidelines for Comprehensive Early Childhood Programshttp://www.ade.az.gov/Guidelines/EarlyChildhood/
Early Childhood Quality Improvement Practices http://www.ade.az.gov/earlychildhood/ECQUIP/
Contact Valerie Andrews-James, 619 [email protected] or 602.364.1948