Title: Center for Improving the Readiness of Children for Learning
11
2Center for Improving the Readiness of Children
for Learning Education (CIRCLE) University of
Texas Health Science Center at Houston Childrens
Learning Institute Medical School-Department of
Pediatrics
2
3Center for Improving the Readiness of Children
for Learning Education
STAFF
DirectorSusan H. Landry, PhD Evaluation
SpecialistPaul R. Swank, PhD Associate Director
Susan Gunnewig,
M.Ed CLINICAL Mike Assel, PhDAssistant
Professor Cathy Guttentag, PhDAssistant
Professor Sarah JammerSenior Staff
Assistant LITERACY DEVELOPMENT/TRAINING Linda
Aston, M.S.Josie Field, B.S. Beverly Reed,
M.Ed. Barbara Tuynman, M.S.Pauline Bailey,
B.S.Glenda Harrison, B.S. Linda Morgan, B.S.
Ursula JohnsonResearch Assistant I Lois
Kerschen, PhDSenior Research Assistant Taryn
LindseyResearch Assistant I Laura Lomax,
PhDPost Doctoral Fellow Denise LongoriaResearch
Assistant I Kelli MathiasResearch Associate
I Stephanie MillerResearch Assistant I Andrea
MurrayResearch Associate II Kandice
PatrickResearch Assistant I Guishan
RahmanResearch Associate I Rima RahmanResearch
Assistant II
Kimberly RyserResearch Assistant I Rick
SuttonResearch Technition Michelle Van
ArsdallResearch Assistant II Qi WeiSenior
Research Assistant Xiaoling ZhangSenior Research
Assistant
RESEARCH Mike Assel, PhDAssistant
Professor Leticia CastroSocial Worker Anne
CoatsResearch Assistant II April
CrawfordResearch Assistant II Susan Dieterich,
PhDSenior Research Associate Jennifer
FergusonData Entry Clerk Vilma GomezResearch
Assistant I Sarah GranberyResearch
Associate Cathy Guttenburg, PhDAssistant
Professor Heather Hebert, PhDResearch Associate
LuLu Evans Senior Support Specialist
Reach Out and Read Susan Cooley -Director Shari
Sarkis -Trainer Diane Latson Staff
Assistant Head Start State Collaboration
Office Dorothy Calhoun-Ph.DCoordinator
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6National Concerns How to support school
readiness in ways that promote strong social and
emotional skills?
6
7Advances in the neuroscience of brain development
- Critical nature of development in the early years
- Role of childs environment
- Unique importance of environment for children
with special learning needs.
8School Readiness Emerges from Supportive Social
Relationships
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9For all children, later success depends on
quality early childhood programs.
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10Is early childhood a critical period for
responsive stimulation?
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1111
12The importance of consistently high levels of
interactions throughout early childhood
What research tells us about how to support
school readiness?
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13Vygotsky described origins of independent
functioningLearning in supportive social context
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14SCAFFOLDING Specialized support caregiver and
teacher provide for child
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15How Can Teachers Help Young Children Learn
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166 Key Essentials for Optimal Support of Young
Childrens Cognitive and Social Development
- Rich language input
- Use of labels for objects actions
- Providing explanations rationales
- Frequent book reading on many topics
- Responsiveness to childrens signals
- Maintaining and building on interests
- Fewer restrictions
- More choice providing strategies
- Monitoring childrens behavior
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174 subgroups of mothers from the 360 families on
responsive stimulation behaviors
- Group 1 High levels in infancy
- High levels in preschool
- Group 2 High levels in infancy
- Low levels in preschool
- Group 3 Low levels in infancy
- Moderate levels in preschool
- Group 4 Low levels in infancy
- Low levels in preschool
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18Measuring Childrens Skills
- Cognitive
- 1 Bayley Mental Scale of Infant Development
- 2 Stanford Binet Intelligence Test, 4th Ed.
- Language
- 1 Sequenced Inventory of Communication
Development - 2 Clinical Evaluation of Language Fundamentals
Preschool - Social
- 1 Observations of Cooperation with Request,
Positive Affect, Regulation of Behavior - 2 Initiating Social Interactions with Others
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19Patterns of Maternal Responsiveness Growth in
Cognitive and Social Skills6 months through 4
years
Cognitive social age in months
Age in years
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20Patterns of maternal responsiveness growth
in cognitive and social skills 6 months through 8
years
High/High Inconsistent Low/Low
Cognitive social age in months
Age in years
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21Rich Language Impact on Later Reading
Verbal Scaffolding Parent GroupChildren at 40
months
21
Woodcock-Johnson Subscale Scores Ten Year
Old Reading Results
22Families can learn responsive stimulation
22
23Combining the 6 Essentials and School Readiness
Behaviors
23
24Link Preschool Skills to Kindergarten Skills
Connect expectations to those that lay
ahead Social Skills
- Preschool
- Regulation ofAttention, emotions, behavior
- Cooperating with requests
- Sharing
- Turn Taking
- Primary Grades
- Adjustment Control of emotions, behavior
- Social Competence
- Cooperative, pro-social,Makes friends, takes
initiative
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25Link Preschool Skills to Kindergarten Skills
Connect expectations to those that lay
ahead Early Reading
- Primary Grades
- reading vocabulary
- reading comprehension
- decoding of words
- fluency and spelling
- Preschool
- oral language
- background knowledge
- phonological processing
- print knowledge
26Instructional Approaches 5 Key Areas for Quality
- Use of Responsive Interaction style to
support learning - Content that predicts reading success
- Planning that takes advantage of recent brain
research development of memories - A balance of teaching strategies
- Flexible groupings of children for learning-
one-to-one, small groups, large groups
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27Three Key Instructional Components
Technology-Driven Monitoring of Child Learning
Research Tested Curriculum
9 course Web-Based Professional Development
2828
29Focus of Teacher AttentionResponsive Style
Content Plan
Build Experiences Memories Balance Variety
in groupings
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30Content
Goal Bring content together with responsive
interaction style
30
31National Early Literacy Panel Report
- Results of meta analyses examining early
childhood predictors of later reading outcomes
32- Research Synthesis of the Domain of Emergent
Literacy (RQ1) - What are young childrens (ages birth through
five years) skills and abilities that predict
later reading, writing and spelling outcomes?
33- Identifying the Studies for RQ1
- Using a list of search terms in nine categories,
electronic searches in both PsychINFO and ERIC
were conducted - 6700 citations were generated
34- 1825 studies passed this initial screening and
abstracts were reviewed for relevance. - 685 studies passed this second screen and full
text articles reviewed for relevance.
35- 275 passed the full text review.
- 41 of the 275 were later rejected because of
insufficient information to code. - All effect sizes in these 234 studies were coded
and summarized.
36- These 234 studies involved a predictive relation
between a skill measured during preschool and a
convention literacy outcome measured at some
later point in time (i.e., from kindergarten
forward).
37- Examination of multivariate studies (i.e.,
studies in which the predictive utility of
variables is examined in the context of other
variables) indicates that several of these
univariate predictors provide independent
predictive information.
38- Strong Predictors
- Alphabet Knowledge
- Concepts About Print
- Phonological Awareness
- Invented Spelling
- Oral Language
- Writing Name
- RAN (Rapid Automatic Naming/Lexical Access)
39Three Key Domains Research Says Predict Reading
Success
Phonological Awareness They demonstrate
sensitivity to, manipulation of, and use of
sounds in words.
39
40- Video..teacher reading with children
41Skill Domains in Mathematics
Numbers can be used to tell us how many, describe
order, and measure
Geometry can be used to understand and to
represent the objects directions, locations in
our world and relationships between them
Comparing and measuring can be used to specify
how much of an attribute (e.g. length) objects
possess.
Data analysis can be used to classify, represent,
and use information to ask and answer questions.
Patterns can be used to recognize relationships
and can be extended to make generalizations.
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42Key Early Social Domains
Understanding Emotions Inferring basic emotions
from expressions or situations and understanding
the consequence of basic emotions. Behavioral
Emotion Regulation Use of emotional gestures and
verbalizations to express feelings in a social
situation inhibition of socially disapproved
expressions of emotion (hitting, tantrums,
biting) Initiating and Maintaining Positive
Engagement with Peers Ability to be effective in
interactions with peers, the result of organized
behaviors that meet short-term and long-term
developmental needs(cooperating, listening, turn
taking, seeking help)
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43Learning in a Supportive Social Context
Background knowledge
Skills
Vocabulary
Skills
Skills
Phonological awareness
Skills
pacing
SCAFFOLDING
gestures
observation
demonstrations
modeling
questioning
commenting
find teachable moments
responsiveness
challenge new discoveries
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44Incorporating what research tells us about the
appropriate developmental sequence within content
areas
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45Phonological Awareness
Phoneme
Onset-Rime
Syllabication
Alliteration
Rhyming
Listening
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4646
47- Videophonological awareness
48Developmental Progression Younger
- Language LevelExpresses ideas with one to two
word utterances - Book Knowledge Level
- point to pictures
- turn pages
- Comprehension Level
- demonstrates understanding through facial
expressions - asks simple questions
- reads environmental print
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49Developmental Progression Mid
- Language Level
- Talks in complete sentences and has a vocabulary
of 1500 words - Book Knowledge Level
- understands front and back of book
- appropriate book handling
- tracks print from left to right, up to down
- Comprehension Level
- answers simple questions
- acts out simple story sequence
- seeks out opportunities for engagement with
books , including non-fiction
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50Developmental Progression Just Right!
- Language LevelExplains past events in detail to
others and has a vocabulary of 3000 words - Comprehension Level
- retell simple story
- make predictions about what comes next in the
book - journal writing related to story
- draw conclusions about feelings of story
characters - pretend reads books on own
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51Efficient Development of Memories
Planning that takes advantage of recent brain
research
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52Teacher planning that builds background knowledge
Time Windows child develops networks of
associations with repeated learning experiences
that are related in content
Example Major Content Area Social
Studies Sub-Content Area Construction New
Vocabulary architect, carpenter, hammer, roof,
concrete, bulldozer, ladder
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53Teacher planning that efficiently builds
background knowledge
How This Looks Across the Day
Time 1(800 AM) Circle Time Students report on
trip to construction site, discuss target
vocabulary
Time 2(930 AM) Read Aloud Book on building a
house with vocabulary discussion
Time 3(1000 AM) Writing Center Class made books
of field trip to construction site
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54How books build understanding of vocabulary
- Suggested book titles for younger children
- Building a House, by Byron Barton
- Bob the Builder, by Barry Goldberg
- Working Hard with the Mighty Tractor and
Bulldozer, by Justine Korman
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56Efficient Development of MemoriesBringing the
theme into the classroom
Writing CenterMake a class book about things you
build that start with the letter hexample
hospital, house, hotel
Block CenterBooks about construction and
objects that allow for construction play
Individual Progress Monitoring and Re-teaching
Listening CenterSyllabication gameLook at
construction pictures and tally number of
syllables
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57 58Balance of Teaching Strategies
Direct and Indirect Instruction
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59Direct Indirect Instruction
- Puppet play that focuses on beginning sounds
- Writing activity class made book on
beginning /p/ sound - Transitions, songs and games like Willabee
Wallabee Walice
Large group Read AloudA My Name is Alice
Small group Teacher and student use mirror to
practice alliteration
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60Flexible groupings of children for learning
One on one Small groups Large Groups
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64Five Approaches to ProvidingOngoing Support
- Group follow up trainings
- Small group coaching sessions via video clips
- One-on-one classroom coaching
- On line mentoring
- Classroom observation of peers
65Reasons for Follow-up Professional Development
- Introduces new strategies
- Effective ways to help teachers understand
concepts - Builds a sense of community
- Ensures sustainability of initial training
- Allows teachers to share effective strategies
- Opportunity to bring in experts
- Opportunity to review ongoing assessment
information and plan next steps
66- Many teacher professional development training
sessions lack early reading and mathematical
focus - Small group training based on early reading
and mathematical components is most effective - Sessions should be interactive with activities
and strategies based on content - Having a mentor to provide in classroom support
is beneficial - Follow-up workshops, small group meetings,
video coaching, or on line mentoring supports
sustainability of training - Buy-in from administrators is essential to
success
67Characteristics of a Good Mentor
- Positive, nurturing, helpful
- Strong knowledge of oral language, early
reading and mathematics in early childhood - Supportive of overall positive teaching
behaviors - Able to create and present training
- Strong communication skills
- Knows how to be a good listener
68eCIRCLE Online Professional Development
- Nine online courses developed by CIRCLE and
Teachscape, Inc. - Created using video clips of actual teachers and
children engaged in social and literacy
interactions. - Designed to cause conversations about learning,
especially, classroom management, responsive
interactions with children, phonological
awareness, print knowledge, vocabulary building,
language enrichment, read alouds, and
mathematics. - Used to generate conversation between
face-to-face class meetings using an email
discussion format
69ONGOING PROFESSIONAL DEVELOPMENT
- The eCIRCLE Online Professional Development
courses look like - twenty,
- 2-hour
- regularly-scheduled
- face-to-face meetings
- held across the entire school year
- with the teachers selected to participate in the
project - conducted by the trained Facilitator/Mentor
- in a computer lab setting
- following the required course schedule
- with teachers completing all assigned course
work, - whether online or on-your-own between
meetings.
70The role of assessment
- Informal assessment
- Formal assessment
- Progress monitoring
71Why Do We Assess Young Children?
- It is a way of discovering what children
- Are interested in
- Know and understand about early reading and
mathematics - Are learning
- Are having difficulty learning
- Change over time
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72Pre-School Years
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73What Does This Mean?
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74A critically important goal in early childhood is
to understand the individual progress and needs
of children.
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75What are the Tools a Teacher needs for Assessment?
- Informal Assessment
- Teacher checklist
- Portfolios
- Observation with notes
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76Informal Assessment
- Informal Assessment cannot
- determine baseline level of function
- norm-referenced information
- determine if a child has age appropriate skills
- determine if a child has a learning deficiency
- offer clearly reliable and valid assessment
results
These things require Formal Assessment
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78What are Progress Monitoring Assessments?
- Assessments conducted on a routine basis to
- Estimate rates of improvement in early
reading skills - Identify children who are not demonstrating
adequate progress and, therefore, require
additional or different forms of instruction
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79Samples of Progress Monitoring Assessment
- Rapid vocabulary naming
- Rapid letter naming
- Blending words
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80ONGOING PROGRESS MONITORING
- The mCLASS CIRCLE Assessments and Observables
- Are created by CIRCLE and Wireless Generation,
Inc. - Assess phonological awareness, letter knowledge,
vocabulary, and social/emotional skills - Allow for anecdotal note-taking around the
childs concepts of book and print,
social/emotional development, and writing. - Are administered using a Personal Digital
Assistance (PDA) device, synced to a secure
website and generate full color reports for
teachers.
81ONGOING PROGRESS MONITORING
- mCLASS CIRCLE Assessments and Observables are
- administered at three points in time across the
- academic year Beginning, Middle, and End.
- Reports generated from assessment data
- Provide a class summary of all assessments
- Provide individual student summaries of
assessments - Group children for specific activities and
interventions - Suggest activities the teacher might use with the
recommended small groups
82PDA ASSESSMENTS
- Assessments are available in both English and
Spanish
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86Progress Monitoring Unlikely to Achieve Goal
Aim line
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87Progress Monitoring Likely to Achieve Goal
Aim line
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88Vocabulary in Prekindergarten
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90Supporting Early Childhood Programs to Include
Quality School Readiness Components Takes Time
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91Definition of School Readiness
Children being ready to succeed by being able
tofunction competently in a school environment
inthe areas of early language and literacy,
early math, and social skills as objectively
measured .
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92Key Components of a School-Ready Classroom Linked
to Kindergarten Success are
For Children to Succeed
Research based curriculum Effective professional
development Ongoing progress monitoring
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93Key Instructional Components
93
94Picture of girls screen cap from Dave
These two girls watch their classmate read a book.
Childrens social and emotional development goes
hand in hand with an intense focus on school
readiness.
94
95CURRENTLY PRESCHOOL IN TEXAS
CURRICULUM INSTRUCTION
- All participating classrooms were required to use
a state-approved curriculum from the
Commissioners recommended list. The list
includes - DLM Early Childhood Express
- Scholastic Early Childhood Program
- Pebble Soup Explorations (English and Spanish)
- Lets Begin With the Letter People
- Saxon Early Learning
- We Can!
- The Ready, Set, Leap! English and Spanish
Edition - The Ready, Set, Leap! School and Home Edition
96Who is Participating?
- TEEM Communities representing
- Texas Licensed Childcare
- Profit or Non-Profit Childcare
- ISD Title 1 Pre-Kindergarten Programs
- Head Start
- 2000 classrooms/teachers
- Approximately 200 licensed Texas
- child care providers
- Approximately 34,000 children
97SRCS in TEEM Communities
Established by Senate Bills 76 (03) 23 (05)
Goal Improve school readiness and increase
access to quality early childhood programs for
Texas
Independent School District Head Start
Program Faith Based Program Non-Profit For
Profit Child Care New Sites
Problem Extremely high percentage of Texas
children enter Kindergarten not ready to succeed
98TEEM PARTNERS
Amarillo Amarillo Rural Abilene Austin
Beaumont Nederland/Beaumont Belton Brownsvill
e Copperas Cove/Ft. Hood Corpus
Christi/Kingsville Dallas
Lubbock McAllen Midland/Odessa Northeast Texas
Pearsall/Crystal City San Angelo San
Antonio Stockdale Temple Victoria Waco
El Paso Ellis County Fort Bend County Fort
Worth Houston Huntsville Killeen
Kilgore/Tyler/East Texas LaMarque LaSara Laredo
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101Predictors of School Readiness
- Print Knowledge
- Phonological Awareness
- Language Development
- Social/Emotional Development
- Mathematics
102Ready For School
The Task Force agreed that measuring
whether or not children leave an early
childhood education program ready for
school is a valid determination of whether
or not an early childhood program offers a
sufficient level of quality to its children
for several reasons
103YEAR 1 TEEM DESIGN
- Total number of children served across 11
communities in the first year 4,400 - 20 classrooms ( approx. 20 children per
classroom) in each of 11 communities - Stratified random assignment (10 classrooms in
each community across 3 funded programs assigned
to TEEM 10 to business as usual) - Data from Year I represent approximately 4
months.
104TEEM PARTNERS
Head Start Program
Independent School District
Faith Based Program
Child Care
City
Non-Profit
For Profit
Amarillo Austin Brownsville Dallas El Paso Fort
Worth Houston Laredo Raymondville San Antonio San
Angelo
Family Day Homes
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105Changes in teachers instructional approaches for
TEEM versus comparison classrooms
106Research Results Teacher Changes
107Research Results Teacher Changes
108CHILD ASSESSMENTS
- Assessment Instruments used for the external
- evaluations included
- Developing Skills Checklist (Auditory subscale
Phonological Awareness) - Expressive One-Word Picture Vocabulary Test
- Preschool Language Scale (PLS4)- Auditory
Comprehension - Pre-CTOPPP- Phonological and Print Processing
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113Social Emotional Survey12 Social Items
- Child Self-Esteem
- Joyful Spirit
- Cooperation with Peers
- Cooperation with Teachers
- Conversation with Friends
- Quality of Pretend Play
- Ability to Express Feeling
- Creativity
- Behavioral Self Control
- Ability to Make Choices
- Independence
- Ability to Care about the Feeling of Others
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114Teacher Ratings of Childrens Social Competence
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115Teacher Ratings of Childrens Social Competence
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116Teacher Comments
- Its an indescribable feeling to see children
who had low self-esteem become a confident
individual. - You can see children light up!
- When they have more language, they solve
their problems better. - Children with speech disabilities are speaking
more to other children. - Children will come in and tell us how they feel
without being asked.
116
117- Video..child reading book
118Summary
- Responsive teaching promotes social and
cognitive development - Cognitive readiness can be achieved in ways
that support the whole child - Early childhood is a critical period for
social-emotional, language, and cognitive
foundational skills known to predict later
school success - Research based comprehensive curricula are
critical classroom tools - Assessment that directs teaching better assures
school readiness - Effective Professional Development for all
levels of staff are key to assuring early
childhood goals are achieved
118
119Starting Earlier Makes GettingThere Easier!
Early Childhood Later Childhood
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120More Information
- Visit us on the web at
- www.childrenslearninginstitute.org
121The Texas School Readiness Certification System
- Designing and Developing
- the System
- Building Blocks for Change
122Measures of School Readiness
- The application captures
- characteristics of an early childhood
- education program including teacher
- practices and child participation,
- childrens cognitive and social functioning
- when they arrive in Kindergarten.
123Focus of the System
- Development of a school readiness rating
system rather than a quality rating system
would allow a system to be more objective,
focus on outcomes, link to existing indicators,
and better align with later school performance
expectations. - Another benefit of this approach is that the
cost of constant monitoring of all programs
would get transferred into providing resources
in areas research proves gets children school
ready.
1244) Web-Based Application Study The Look
www.txstatecenterchild.com
125 Texas School Readiness Seal of Approval
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