Books, Blocks & Babies: A pre-school through 3rd grade approach

July 24, 2017 | Autor: Janice Gruendel | Categoria: Early Childhood Education, Early Childhood Development
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Adults


Life Experiences


Learning Spaces


Proficient Learners & Readers at 3rd Grade










Adults


Life Experiences


Learning Spaces


Ready for K










The Science


Brain Science


Positive to Toxic Stress & ACES


Executive Function & Self Regulation


Two-Generation Frameworks


The People


Parents and Other Kin


Family- and Center-Based Early Care Providers


Classroom-Based Teachers PreK-3


The Policy


Early Learning Standards


Common Core

Evidence-Based Programs


The Systems We Need


B through 8


PreK-3rd





























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founded and fueled by
The Institute for Child Success is fueled by BlueCross BlueShield of South Carolina, an independent licensee of the BlueCross and BlueShield Association, and by the Mary Black Foundation
fueled by
Kids: Birth through about age 5
Kids: Kindergarten through Grade 3
What are scientists saying?
Jack Shonkoff, MD

Harvard Center on the
Developing Child
What are we hearing?
When Science Meets Public Policy:
Excellence in the Early Grades

Books, Blocks & Babies:
a PRE-SCHOOL THROUGH 3RD Grade approach
Dr. Janice M. Gruendel
Fellow, Institute for Child Success & Yale University
Chicago March 25, 2015
The Ounce of Prevention
[email protected]



What would a system need to include?
Governance: Sets policy direction for a comprehensive early childhood system
Standards: "Reflect effective practices, programs, and practitioners and are aligned across the system"
Research and Development: "Includes cross-system data, planning, analysis, and evaluation"
Provider and Practitioner Support: Offers "technical assistance and promotes professional development"
Monitoring: Tracks "program performance and results, based on standards"
Financing: "…is sufficient to ensure comprehensive quality services based on standards"
Communication: Informs families, providers and the general public (Kagan & Kauerz, 2012)
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How can we think about all of the parts?
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Early Childhood Systems: Transforming Early Learning

"Children's healthy development 'and school readiness' cannot be secured through a single program or intervention but requires continuing and multiple supports and responses to different developmental issues, stages, challenges, and opportunities."

Kagan, S. & Kauerz, K. Early Childhood Systems: Transforming Early Learning (2012)

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A PreK-3rd framework to guide us
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Kauerz, K. and Coffman, J. Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches



PreK-3 Strategies
Examples of Implementation Indicators
Self-Assess the Depth of Implementation & Alignment
Examples of Evaluation Approaches
1. Cross-Sector Work
2. Administrator Effectiveness
3. Teacher Effectiveness
4. Instructional Tools
5. Learning Environment
6. Data-driven Improvement
7. Engaged Families
8. Continuity & Pathways

"This column highlights sample indicators, categorized by key stakeholder group, of changed actions at the systems level. These indicators map directly back to the PreK-3rd activities (strategies) in the prior column."
"This column provides a means for self-assessing the robustness of PreK-3rd activities…These self-assessment checklists are neither comprehensive nor exhaustive, but provide quick examples of how to think about the depth of a PreK-K approach."
"This column provides a definition of the purpose(s) for evaluating the activities…and examples of methods and tools for evaluating them…Whenever possible, methods to assess activities should be triangulated (using two or more methods to assess the same activities)."
Sources for further exploration and learning
Institute for Child Success Brain Science Series

Strategies for Building Executive Function Skills in the Early Years (January 2015)
Rethinking the Governance of Early Childhood Systems (February 2015)
Designing for Outcomes Through a Two-Generation Lens – Good Science & Good Common Sense (March 2015)

Kagan, S.L. & Kauerz, K. Early Childhood Systems: Transforming Early Learning (2012)

Kauerz, K. & Coffman, J. Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches (2013)

BUILD Initiative

Center on the Developing Child: Harvard University

National Child Traumatic Stress Network

ACES Connection
What if we do?
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Photo from the Annie E Casey Foundation's KidsCount Data Center
Nearly 20 million youngsters in America, ages birth to five, will stand a much better chance of being ready for the grand adventure of schooling as they stand at the kindergarten door.

What if we don't?
We will continue to see:

40% of our children entering kindergarten without the expected knowledge, skills and behaviors they need to be successful

Racial, ethnic, income, health and education disparities

Preschool and early elementary school suspensions and expulsions at a "way too high" level

Chronic attendance problems beginning in K and continuing

Lagging indicators for children's reading proficiency at the end of 3rd grade

PreK-12 teacher recruitment and retention problems.
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Ready for K
Learning Spaces
Life Experiences
Adults
Proficient Learners & Readers at 3rd Grade
Learning Spaces
Life Experiences
Adults

4/9/2015

#
Brain Science
Positive to Toxic Stress & ACES
Executive Function & Self Regulation
Two-Generation Frameworks
The Science
Parents and Other Kin
Family- and Center-Based Early Care Providers
Classroom-Based Teachers PreK-3
The People
Early Learning Standards
Common Core

Evidence-Based Programs
The Policy
B through 8
PreK-3rd
The Systems We Need

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