firstschool : improving the prek-3 rd grade school experience of african-american, latino, and low...
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FirstSchool: Improving the PreK-3rd Grade School Experience of African-
American, Latino, and Low Income Children
Looking Back and Looking Ahead: Developing Strong Kindergartens within the PreK-3rd
ContinuumNew Jersey – October 28. 2011
Dr. Sharon Ritchie
Foundation for Child DevelopmentW.K. Kellogg FoundationNAESP Task Force for Early LearningNew Jersey National PreK-3rd Grade Work Group
Confluence of Work: PreK-3 is Growing
FirstSchool Cornerstone
s
Improving the School Experience for African-American, Latino, Low Income Children and their Families
Examining
Relevant Data
Reciprocal Home-School
Partnerships
Responsive
Leadership
Teaching for
Learning
Improve the school experiences of AALLI children
Focus on research based practice that supports
the success of AALLI children data as a source for inquiry into
inequity the role of Kindergarten in getting
AALLI children off to a positive start ( AALLI-African American, Latino and low income)
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Oral language development and vocabulary development
Self-regulation and autonomy Scaffolded instruction and reflection Ability to collaborate and work with peers Curriculum integration and connection to real world Positive relationships with the adults in the classroom Culturally responsive practices Positive racial and ethnic identity development
Research based practicethat supports AALLI children
Minute-by-minute experience of children in PreK – 3rd grade classrooms Activity Setting Child Engagement Teaching Approaches Child Behavior (Ritchie, S., Weiser, B., Kraft-Sayre, M., Mason, E., Crawford, G., & Howes, C., 2010)
FirstSchool Snapshot:Classroom Observation Measure
The following slides are examples of data we use with PreK-Third Grade leadership and teachers.
Each school, grade level and individual teacher receives this type of data to help them inquire into their practices.
This data is particular to the contexts in which it is gathered and is not meant to be construed as representative.
We talk to teachers about this data in terms of practices that support AALLI children.
Context for the Data Slides
Minutes spent in activity settings by grade level
116
20
128
16
68
52
8Kindergarten
96
28
12812
104
36
161st Grade
96
48
76
136
28
16
32
PreK Basics
Meals/Snacks
Whole Group
Free Choice/Center
Individual Time
Small Group
Outside
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Settings: Range Across K Classrooms: Children in different classrooms have very different experiences
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Distracted0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
12%
2%
33%
2%
41%
10%
2%
BasicsMeals/SnacksWhole GroupFree Choice/CenterIndividual TimeSmall GroupOutside
Student Inattention in Activity Settings:
What activity settings support optimal learning?
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Literacy Math SS/Community Science Gross Motor0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
41%
14%10%
6%3%
Kindergarten Curriculum Balance
Curriculum Child Engagement Codes
Perc
ent o
f Day
Read To Whole Language Phonics Oral LanguageVocabulary Compose Copy0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Literacy Components by Grade Level
PreK Kindergarten 1st 2nd 3rd School
Literacy Components Child Engagement Codes
Perc
ent o
f Day
Didactic Scaffolds Reflection0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Teaching Approaches by Grade Level
PreK Kindergarten 1st 2nd 3rd School
Teaching Approaches
Perc
ent o
f Day
Didactic Scaffolds Reflection0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
31%
17%
1%
21%15%
2%
Kindergarten Teaching Approaches by Content
Math Literacy
Teaching Approaches
Perc
ent o
f Day
Instrument designed to measure the overall quality of interactions between students and teachers
Based upon extensive research and review of educational literature
Uses a 7-point scale to indicate the presence of key indicators and attributes
o 1-2 = lowo 3-5 = mido 6-7 = high
(Pianta, R. C., La Paro, K. M., & Hamre, B., 2008)
Classroom Assessment Scoring System
Classroom QualityEmotional SupportPositive Climate
Negative ClimateTeacher
SensitivityRegard for
Student Perspective
Classroom Organization
Behavior ManagementProductivityInstructional
Learning Formats
Instructional SupportConcept
DevelopmentQuality of FeedbackLanguage Modeling
CLASS:Classroom Assessment Scoring System
The following slides are examples of data we use with PreK-Third Grade leadership and teachers.
Each school, grade level and individual teacher receives this type of data to help them inquire into their practices
This data is particular to the contexts in which it is gathered and is not meant to be construed as representative
We talk to teachers about this data in terms of practices that support AALLI children
Context for the Data Slides
CLASS Averages: Across PreK-Third Grade FirstSchool Classrooms
Emot
iona
l Sup
port
Class
room
Org
aniza
tion
Instru
ctiona
l Sup
port
1
3
5
7
4.93 4.91
3.06
CLASS Emotional Support by Grade Level:Across PreK-Third Grade FirstSchool Classrooms
pre-K K 1st 2nd 3rd1
2
3
4
5
6
7
5.49
4.745.04
4.684.98
CLASS Classroom Organization by Grade Level:Across PreK-Third Grade FirstSchool Classrooms
pre-K K 1st 2nd 3rd1
2
3
4
5
6
7
4.88 4.695.10
4.765.13
CLASS Instructional Support by Grade Level:Across PreK-Third Grade FirstSchool Classrooms
pre-K K 1st 2nd 3rd1
2
3
4
5
6
7
3.172.82
3.262.86
3.26
CLASS Dimension Averages:Across PreK-Third Grade FirstSchool Classr0oms
posit
ive
clim
ate
nega
tive
clim
ate
teac
her s
ensit
ivity
rega
rd fo
r stu
dent
per
spec
tives
beha
vior
man
agem
ent
prod
uctiv
itiy
instru
ctiona
l lea
rning
form
ats
conc
ept d
evelop
men
t
quality
of f
eedb
ack
lang
uage
mod
eling
1
3
5
75.08
1.62
4.473.79
5.41 5.224.09
2.80 3.17 3.21
Thank you!
Contact Information
Dr. Sharon RitchieFPG Child Development InstituteUniversity of North Carolina at Chapel Hill
www.firstschool.us
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FirstSchool is supported by:a grant from the W.K. Kellogg FoundationThe University of North Carolina at Chapel Hill Private donors
FirstSchool.2011FirstSchool 201125
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FirstSchoolis a project of theFPG Child Development Institute. FPG research and outreach have shaped how the nation cares for and educates young children.
www.fpg.unc.edu