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Center for Improving the Readiness of Children for Learning

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Title: Center for Improving the Readiness of Children for Learning


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Center 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
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Center 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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National Concerns How to support school
readiness in ways that promote strong social and
emotional skills?
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Advances 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.

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School Readiness Emerges from Supportive Social
Relationships
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For all children, later success depends on
quality early childhood programs.
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Is early childhood a critical period for
responsive stimulation?
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The importance of consistently high levels of
interactions throughout early childhood
What research tells us about how to support
school readiness?
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Vygotsky described origins of independent
functioningLearning in supportive social context
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SCAFFOLDING Specialized support caregiver and
teacher provide for child
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How Can Teachers Help Young Children Learn
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6 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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4 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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Measuring 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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Patterns 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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Patterns 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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Rich Language Impact on Later Reading
Verbal Scaffolding Parent GroupChildren at 40
months
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Woodcock-Johnson Subscale Scores Ten Year
Old Reading Results
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Families can learn responsive stimulation
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Combining the 6 Essentials and School Readiness
Behaviors
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Link 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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Link 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

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Instructional 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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Three Key Instructional Components
Technology-Driven Monitoring of Child Learning
Research Tested Curriculum
9 course Web-Based Professional Development
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Focus of Teacher AttentionResponsive Style
Content Plan
Build Experiences Memories Balance Variety
in groupings
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Content
Goal Bring content together with responsive
interaction style

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National Early Literacy Panel Report
  • Results of meta analyses examining early
    childhood predictors of later reading outcomes

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  • 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?

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  • 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

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  • 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.

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  • 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.

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  • 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).

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  • 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.

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  • Strong Predictors
  • Alphabet Knowledge
  • Concepts About Print
  • Phonological Awareness
  • Invented Spelling
  • Oral Language
  • Writing Name
  • RAN (Rapid Automatic Naming/Lexical Access)

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Three Key Domains Research Says Predict Reading
Success
Phonological Awareness They demonstrate
sensitivity to, manipulation of, and use of
sounds in words.
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  • Video..teacher reading with children

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Skill 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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Key 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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Learning 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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Incorporating what research tells us about the
appropriate developmental sequence within content
areas
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Phonological Awareness
Phoneme
Onset-Rime
Syllabication
Alliteration
Rhyming
Listening
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  • Videophonological awareness

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Developmental 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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Developmental 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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Developmental 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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Efficient Development of Memories

Planning that takes advantage of recent brain
research
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Teacher 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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Teacher 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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How 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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Efficient 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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  • video

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Balance of Teaching Strategies

Direct and Indirect Instruction
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Direct 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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Flexible groupings of children for learning
One on one Small groups Large Groups

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Five 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

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Reasons 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

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  • 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

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Characteristics 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

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eCIRCLE 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

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ONGOING 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.

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The role of assessment
  • Informal assessment
  • Formal assessment
  • Progress monitoring

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Why 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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Pre-School Years
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What Does This Mean?
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A critically important goal in early childhood is
to understand the individual progress and needs
of children.
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What are the Tools a Teacher needs for Assessment?
  • Informal Assessment
  • Teacher checklist
  • Portfolios
  • Observation with notes

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Informal 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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What 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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Samples of Progress Monitoring Assessment
  • Rapid vocabulary naming
  • Rapid letter naming
  • Blending words

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ONGOING 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.

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ONGOING 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

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PDA ASSESSMENTS
  • Assessments are available in both English and
    Spanish

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Progress Monitoring Unlikely to Achieve Goal
Aim line
x
x
x
x
x
x
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Progress Monitoring Likely to Achieve Goal
Aim line
x
x
x
x
x
x
x
x
x
x
x
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Vocabulary in Prekindergarten
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Supporting Early Childhood Programs to Include
Quality School Readiness Components Takes Time
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Definition 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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Key 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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Key Instructional Components
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Picture 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.
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CURRENTLY 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

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Who 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

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SRCS 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
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TEEM 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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Predictors of School Readiness
  • Print Knowledge
  • Phonological Awareness
  • Language Development
  • Social/Emotional Development
  • Mathematics

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Ready 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
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YEAR 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.

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TEEM 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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Changes in teachers instructional approaches for
TEEM versus comparison classrooms
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Research Results Teacher Changes
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Research Results Teacher Changes
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CHILD 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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Social 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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Teacher Ratings of Childrens Social Competence
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Teacher Ratings of Childrens Social Competence
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Teacher 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.

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  • Video..child reading book

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Summary
  • 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

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Starting Earlier Makes GettingThere Easier!
Early Childhood Later Childhood
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More Information
  • Visit us on the web at
  • www.childrenslearninginstitute.org

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The Texas School Readiness Certification System
  • Designing and Developing
  • the System
  • Building Blocks for Change

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Measures 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.

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Focus 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.

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4) Web-Based Application Study The Look
  •  

www.txstatecenterchild.com
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Texas School Readiness Seal of Approval
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