EDSD 7084 Scholar Practitioners Who Impact Future Change

As a scholar practitioner, my responsibilities for leading evaluation initiatives would be to make sure that early learning standards are being met with validity and reliability.  It would be of great importance to provide the materials necessary for teachers to teach the standards.  Professional development would be a major responsibility making sure that educators have up to date credentials.  It would help teachers and program managers administer assessments, interpret data, and use child and program assessment data for program improvement (National Early Childhood Accountability Task Force, 2013). Another aspect that I would be responsible for would be informing appropriate stakeholders with the successes of the program.  Parents, families, teachers, staff, and community leaders need to be appropriately informed of what is taking place in the early childhood program.

Just as mentioned by the Task Force, when establishing a system in early childhood education, there can be several challenges- structural, conceptual, technical, and resource.  During my tenure in education the greatest challenge has been with resources.  This is related to limitations and inequities in funding for early childhood programs and infrastructure efforts (National Early Childhood Accountability Task Force, 2013).  Funding is adversely effected by federal, state, and local governments.  Another challenge would be to providing meetings to discuss data with stakeholders.  There is never enough time to discuss the data and plan for improvement. 

In order to ensure that the evaluation is appropriate, I will create a calendar of monthly data meetings with staff.  During these meetings we will discuss data and ways to improve the program quality and how to reach every student.  I will also plan quarterly data meetings with parents and families.  These meetings will be held at the end of each grading period and will be used to discuss test data and the effectiveness of the program. 

The guidelines that will be used for engaging stakeholders are:

·         The staff must take the lead to provide stakeholders the data and other information they need to be productive partners around student achievement. 

·         Partnership activities must be directly aligned with student achievement goals. 

·         Efforts must be collaborative and genuine. There are meaningful roles for each party to play and these must be clearly articulated. 

·         Information sharing must be transparent. Achievement data must be clear, accurate, and meaningful. 

·         All parties must operate from common values and a common vision for student achievement. 

·         All efforts must be mission-oriented and data-driven (Sustaining Reading First, 2009).

References:

National Early Childhood Accountability Task Force. (2013). The report of the National Early Childhood Accountability Task Force: Taking stock: Assessing and improving early childhood learning and program quality. Retrieved from http://policyforchildren.org/wp-content/uploads/2013/07/Taking-Stock.pdf

·         Chapter 2, “Framing a New Approach”

·         Chapter 5, “A Call to Action”

Sustaining Reading First. (2009). Engaging Stakeholders. Number 6. Retrieved from: https://www2.ed.gov/notclamped/programs/readingfirst/support/stakeholderlores.pdf

EDSD 7084 Evaluating and Supporting Early Childhood Programs

Program quality, like child development, is complex and multidimensional. —Epstein, A. page 3

During this course I will learn how to be a more proficient educator by looking into best practices for young children and providing developmentally appropriate experiences. I will be an advocate of program evaluation and reaching the highest level based on certain criteria. I am currently in a school that has recently undergone National Association for the Education of Young Children accreditation. This process was extensive with multiple steps and an abundance of input from different stakeholders. During this year long process, we worked together as a team to meet the needs of our students and when the committee came to review our school they were amazed by the hard work and dedication that we provide to our students every day.

Research shows a direct correlation between high-quality early learning and children's positive long-term outcomes in life, including increased educational attainment, healthier lifestyles, and more successful careers. NAEYC Accreditation helps teachers and other staff at early learning programs develop a shared understanding and commitment to quality. The accreditation process leads to increased staff morale, greater staff retention, and a more positive, energetic work atmosphere overall—enabling centers to provide a solid foundation for all children's success in life.

NAEYC Accreditation helps families recognize quality early learning programs and feel comfortable knowing that their children are receiving a high-quality, research-based education that will prepare them for future success (NAEYC, 2018).

By going through this accreditation process, I know the impact that program evaluation has on my school and my personal philosophy of teaching young children. I want to be a part of making education better and being held accountable by taking part in program evaluations. Every day I want to be able to touch a child and know that I made a difference. I want my students to feel success and know that they have accomplished his or her learning goals. When they meet standards and reach their personal goals- I feel rewarded and successful. I believe that children need to be provided with developmentally/age appropriate, hands-on learning activities. I also believe they learn through play and manipulation. My beliefs are incorporated daily in my classroom. Each child has their own personal learning goal and we strive everyday day towards meeting or exceeding it. In my classroom, I provide a variety of ways for learning because no two students are the same. I want my students to feel successful in their learning by providing the tools that each individual needs. Every day my students are engaged in hands-on experiences. This is helping to form a foundation for learning.

My personal goal every day is to provide a positive, loving, and nurturing learning environment for my children so that they will have an abundance of lifelong experiences.


Overview of the Accreditation Process https://www.naeyc.org/accreditation/early-learning/interested

Serving as Advocates for Families/Engaging Families in the Assessment Process

EDSD 7083 Assistive Technology and Supportive Applications

Assistive and supportive technology is important to use in the classroom to meet the needs of individual learners, especially ones with disabilities.  These devices and applications should be modified for a diverse group of students.  Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities.  Student support teams meet and plan strategies and incorporate devices that a student will need to perform tasks in the classroom.  The assistive and supportive technology must be included in the student’s Individualized Education Plan (IEP).  According to Neese, assistive technology can help students with certain disabilities learn more effectively. Ranging in sophistication from “low” technologies such as a graphic organizer worksheet to “high” technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field (Neese, 2018).

Assistive Technology-

Text-To-Speech Assistive Tools

As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.

Intel Reader                                                                                        
The Intel Reader is a mobile handheld device that uses TTS technology to read printed text aloud. It features a high-resolution camera that captures printed text, converts it to digital text and reads it to the user. During playback, words are highlighted as they are read aloud, and the user can pause and have the device spell out highlighted words. The available Intel Portable Capture Station functions as a stand for the Intel Reader to easily and quickly capture text from books and other documents.

At about the size and weight of a paperback book, the Intel Reader is mobile enough to use in any environment. Students can also transfer content from a home computer, or save generated audio versions of printed materials to a computer. Available voices vary in gender, pitch and speed.

AT can address many types of learning difficulties. A student who has difficulty writing can compose a school report by dictating it and having it converted to text by special software. A child who struggles with math can use a hand-held calculator to keep score while playing a game with a friend. There are AT tools to help students who struggle with:

Listening- Certain assistive technology (AT) tools can help people who have difficulty processing and remembering spoken language. Such devices can be used in various settings (e.g., a class lecture, or a meeting with multiple speakers).

Math- Assistive technology (AT) tools for math are designed to help people who struggle with computing, organizing, aligning, and copying math problems down on paper. With the help of visual and/or audio support, users can better set up and calculate basic math problems.

Organization and memory- Assistive technology (AT) tools can help a person plan, organize, and keep track of his calendar, schedule, task list, contact information, and miscellaneous notes. These tools allow him to manage, store, and retrieve such information with the help of special software and hand-held devices.

Reading- There is a wide range of assistive technology (AT) tools available to help individuals who struggle with reading. While each type of tool works a little differently, all of these tools help by presenting text as speech. These tools help facilitate decoding, reading fluency, and comprehension.

Writing- There is a wide range of assistive technology (AT) tools available to help students who struggle with writing. Some of these tools help students circumvent the actual physical task of writing, while others facilitate proper spelling, punctuation, grammar, word usage, and organization (Stanberry & Raskind, 2009).

Supportive Applications- Best Early Learning Apps- For Preschool & Kindergarten

Injini: Child Development Game Suite- Play-based learning exercises and games that are well suited for children with cognitive, language and fine motor delays. Originally designed for and tested by children with autism, cerebral palsy, and Down syndrome as well as general preschool aged kids.
Bugs and Buttons Teaches counting, path finding, patterns, sorting and tracking as well as fine motor skills such as pinching.

Based on the two assistive and supportive technologies identified, the areas of development the technology can be used for are cognitive, language, and fine motor.  The assistive technology can be used for children and adults of all ages and the learning applications are intended for preschool and kindergarten aged children. These apps support learning in the areas of early learning skills and students who have delays in other areas.  The assistive technologies help children read text. 

These assistive technologies and supportive applications are culturally responsive and effective for young children.  They can be changed according to the needs of the individual learner and they help to increase the level of mastery of cognitive skills and learning goals. 

References:

          Neese, B. (2018). 15 Assistive Technology Tools & Resources For Students With Disabilities. Retrieved from: https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/

          Stanberry, K & Raskind, M.H. (2009). Assistive Technology for Kids with Learning Disabilities: An Overview. Retrieved from: http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

EDSD 7083 Purposeful Assessment

Systematic Assessment and Interventions are a crucial component to education today.  Systematic assessment is the system that a teacher uses to assess students authentically and purposefully in the classroom.  When a student does not master or achieve success on these assessments, the teacher must plan an intervention to help accomplish these goals.  Assessment is an integral part of teaching and learning. Purposeful assessment practices help teachers and students understand where they have been, where they are, and where they might go next. No one assessment can provide sufficient information to plan teaching and learning. Using different types of assessments as part of instruction results in useful information about student understanding and progress. Educators should use this information to guide their own practice and in partnership with students and their families to reflect on learning and set future goals (Wisconsin Guiding Principles, 2017).

Purposeful Assessment components should include: performance levels considered acceptable, program quality standards that are aligned with standards for children’s learning, attention to inclusiveness, respecting variation in children’s culture and developmental challenges, and assessments both of program quality and children’s development (Zaslow & Halle, 2009).

Below are two scenarios that need assessment/intervention data.  I would like for my readers to give me feedback on assessments and/or interventions that you have found successful in your classroom.  Thanks so much for your help!

Scenario 1-   We have just completed the second term of school, and child one’s teacher is concerned that she isn’t mastering sounds of letters or blending and segmenting words.  She has been in RtI since the end of the first nine weeks.  Numerous Tier II interventions have been put into place.  She is eager to learn; just seems to be at a roadblock.  What are some assessments that can be used for early literacy skills and that the teacher can use the data to determine if she has a learning disability?

Scenario 2-   I have a 5 year old student who is in RtI and still cannot grasp the letters of the alphabet and the sounds they make.  He also is having difficulty in counting to 10 and one to one correspondence.  When he gets frustrated and can't do something, his behavior starts to show.  He “takes out" his frustration on other students.  He has a diagnosis of ADD and his parents have requested a communication log of when this occurs.  What other intervention can be used when he out lashes on the other students in the class?

References:

        Wisconsin’s Guiding Principles for Teaching and Learning. (2017). Retrieved from:

https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles3.pdf

Zaslow, M. & Halle, T. (2009). Purposeful Early Childhood Assessment. Retrieved fromhttp://www.researchconnections.org/files/meetings/ccprc/2009/P2-ZaslowandHalle.pdf

Visit my website: www.mrscatherineskinders.blogspot.com

EDSD 7083 Policies and National Regulations and Standards for Early Childhood Education

Georgia Early Learning and Development Standards:

Georgia uses a set of high-quality, research-based early learning standards for children birth to age five called the Georgia Early Learning and Development Standards (GELDS). The GELDS promote quality learning experiences for children and address the question, “What should children from birth to age five know and be able to do?” They are a set of appropriate, attainable standards that are flexible enough to support children’s individual rates of development, approaches to learning, and cultural context. The GELDS are a continuum of skills, behaviors, and concepts that children develop throughout this time of life. They are divided into age groups and serve as a framework for learning. The GELDS are aligned with the Head Start Child Outcomes Framework, the CCGPS for K-12, and the Work Sampling System Assessment.

The purposes of the GELDS are to:

• Guide teachers who work with children from birth through five in providing quality learning experiences;
• Guide parents in supporting their children’s growth, development, and learning potential;
• Lay the groundwork for applying the standards in pre-service training, professional development, curriculum planning, and child outcome documentation;
• Create a “Universal Language” for all stakeholders to use regarding the learning and development of children. Stakeholders would include parents, teachers, pediatricians, early interventionists, policy-makers, etc;
• Raise public awareness about the significance of the early years as the foundation for school success and lifelong learning and the importance of the teacher’s role in the process; and
• Support the early identification and referral of children with special learning needs.

NAEYC Standard 4: Assessment of Child Progress

The program is informed by ongoing systematic, formal, and informal assessment approaches to provide information on children’s learning and development. These assessments occur within the context of reciprocal communications with families and with sensitivity to the cultural contexts in which children develop. Assessment results benefit children by informing sound decisions, teaching, and program improvement.  These assessments help teachers plan appropriately challenging curriculum and differentiate instruction that meets each child’s needs. The program should support learning using a variety of assessment methods, be developmentally appropriate in all areas of development, goals should be established, and progress monitoring should take place, as well as, parents informed of progress. 

NBPTS Standards:

Accomplished early childhood generalists assess and document young children’s development and subject matter knowledge. Assessment is a process through which teachers learn about children’s social, cognitive, linguistic, physical, and emotional development by gathering and interpreting information. They ensure that assessment practices fairly and equitably focus on children’s emerging capabilities. Teachers set clear purposes for assessment, systematically and efficiently employ a variety of developmentally appropriate assessment tools, and accurately interpret assessment data. They use assessment results to guide teaching and learning, a process which includes communicating assessment results in meaningful ways to children, families, and colleagues, and includes setting instructional goals. Accomplished early childhood teachers make assessment a daily, ongoing activity that is embedded in the routines of teaching and learning. They know that assessment draws on insights from beyond the classroom. Teachers observe children throughout the educational environment and incorporate the observations of families and colleagues such as school psychologists, nurses, occupational therapists, social workers, and counselors. Teachers use what they learn from assessment as they plan and implement instruction.

Each of the policies and national regulations and standards for early childhood education are all designed for performance based assessment and what is developmentally appropriate for young learners.  They are each aligned for what is best for early childhood.  My school is NAEYC Accredited.  They recommend that assessments be used for decision-making regarding teaching and learning, identifying children’s needs, and improving education and intervention programs.  The recommendation is for teachers to use formal and informal screening and assessment approaches to systematically evaluate children’s growth across all developmental domains (Gillis, et al, 2017).

1. Purposeful Assessment. The design, use, and interpretation of assessments must be purpose driven. Too many negative outcomes derive from assessments of young children used for purposes for which they were not designed; the type of inferences made from assessment data must be determined in the context of each specific purpose.

2. Instructionally Aligned Assessment. Assessments must be clearly and explicitly integrated into the overall system, including curriculum and instruction; material assessed must represent the valued outcomes on which instruction is focused. This includes reaching toward alignment to standards or curriculum, where these exist. For classroom-based assessments designed to inform instruction, this also encompasses alignment to the instructional calendar.

3. Beneficial Assessment. Assessments of children must serve to optimize learning. Time and resources are taken away from instruction in order to assess—and historically, there has been some justification for the fear that assessment data may offer unintended negative consequences for some children. Assessments must demonstrate solid consequential validity: the consequence of the time and resources invested in the assessment should be demonstrably positive for the children assessed.

Questions for colleagues:

1.     What are some approaches that you use to assess formally and informally?

2.    How do you determine if an assessment is purposeful and authentic?

3.    What are the benefits of assessment based on the NAEYC Standards and the NBPTS Standards?

References:

Georgia Department of Early Care and Learning

http://www.gelds.decal.ga.gov/Default.aspx

Gillis, M., West, T., Coleman, M. (2017). Assessment in early childhood.  Retrieved from: http://www.getreadytoread.org/ screening-tools/supportive-materials-for-elors/assessment-in-early-childhood

National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist standards (3rd ed.). Retrieved from http://boardcertifiedteachers.org/sites/default/files/EC-GEN.pdf

 “Standard V Assessing Children’s Development and Learning” (pp. 60–64)

 National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation. Retrieved from https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf

EDSD 7082 Creating a Positive Emotional Climate in an Elementary School Classroom

Creating a Positive Emotional Climate in an Elementary School Classroom

The purpose of the study is to identify what a successful classroom management system is and how teachers create successful learning environment and a positive emotional climate for learning.  The literature revealed that classroom management is instrumental in establishing a climate for learning that is positive for children.  A negative learning environment is detrimental to a students’ learning needs in the classroom. The study is qualitative in design using interviews.  The participants included elementary teachers at a school near San Francisco.  One of the most important aspects of a classroom is the positive climate.  Teachers in the study had different management systems.  Some are run well and students seem happy and are thriving in their environment.  Other classrooms did not seem as happy and were not thriving on the same level.  They were somewhat negative.  An effective classroom for learning has a positive classroom climate, which in the 21^st century is more important than classroom management itself.  Teachers learn specified management practice to provide an effective learning environment for their students. 

What are effective elementary teacher’s strategies for creating a positive emotional climate in the classroom? It is important for teachers to find success in creating a positive classroom climate.  Classroom climate is important in creating a supportive environment for students to learn. 

Baer and Bandura (1963) Social Learning theory suggests that people modify their behavior based on the observation and modeling of other people’s behaviors. The results of this study expressed that a child’s behaviors can be influenced by an adult’s pattern of behavior through imitation. A child with reinforcement of such behavior can maintain this behavior.

Swafford, Bailey and Beasley (2014) reveal six components of a positive learning environment that include security, shelter, social contact, symbolic identification, task instrumentality, pleasure. The author explains that why it may be hard for teachers, both new and seasoned, may have trouble incorporating these into their classroom. All students have different learning styles and various needs that may make it difficult to give students the individual attention, while creating an all-around positive climate in the classroom.

Hoffman, Hutchinson and Reiss (2009) collected data from a survey on the importance of teacher knowledge in creating a positive classroom climate. This author of this study urges teachers to advocate for training in behavior management, especially focused on motivating students in improving their behavior, linking it to continued learning. Data indicated that there is a link between positive classroom climate and teacher background knowledge and training in the areas of classroom management and strategies to promote a positive climate.

Committee for Children (2014) focused on key factors for creating a positive climate in the classroom. The authors provided three aspects of creating a positive climate, displayed in a pie chart. The three aspects include, developing and reinforcing classroom rules and norms, promoting positive peer relationships, and nurturing positive relationships with all students.

Harris and Lowery (2002) discuss data collected from a survey of 123 teachers who were enrolled in a principal preparation program. This survey was conducted to seek insight into behaviors participants thought were the most valuable behaviors for a principal to encourage teacher to use in creating a positive school climate. Three themes were identified as follows: respecting students, communicating with students, and supporting students.

Weinstein, Curran and Tomlinson-Clarke (2003) focus on Culturally Responsive Classroom Management (CRCM) to better understand diverse student populations in each classroom. The purpose of this article is to help teachers strengthen their ability to manage a diverse classroom and teach specific strategies for creating culturally responsive classroom management. They offer six strategies which include: creating a physical setting that supports academic and social goals, establishing expectations for behavior, communicating with students in culturally consistent ways, developing a caring classroom environment, working with families, and using appropriate interventions to assist students with behavior problems.

Related Research for Creating a Positive Emotional Climate in an Elementary School Classroom:

Jennings and Greenberg (2009) focused on a model that includes the importance of teachers’ social and emotional competence (SEC), student and teacher relationships, effective classroom management, and program implementation. The authors explained that the components of this model contribute to creating a positive classroom climate. The authors then discuss research they conducted on the relationship between SEC and teacher burnout. This includes developing stress reduction to support teachers. Kearney and Peters (2013) collected data through a survey of students and teachers on attitude about classroom. The authors suggested that it is important for teachers to think about the students and their attitudes in the class. Kipps-Vaughan, Ponsart and Gilligan (2012) consider human factors in teachers, by looking at their needs and focusing on stress and its effect on learning environments. When people in a school experience a great deal, it is important for school leaders to establish stress management opportunities for teachers and students. Leflot, van Lier, Onghena and Colpin (2010) focused on preventative measures in behavior management. The purpose of this study was to see how teachers in elementary school classrooms use behavior management to address reducing disruptive, by using a universal classroom preventative intervention. The study focuses on students with developing signs of oppositional and hyperactive behavior, which are linked to other problems such as social or learning problems. Pianta, Belsky, Houts and Morrison (2007) measured opportunities to learn in a classroom, looking at the quantity and quality of classroom instruction. Results were gathered by visiting and observing 2500 classrooms throughout 10 cities. The results of this study revealed that even though the climate may seem positive in a classroom, there was not consistent instructional support. The researchers discussed the need to design a plan to observe teacher instructional skills, and also provide teacher-training interventions. Self- Brown and Mathews (2003) found evaluation approaches to assess student achievement, goal orientation and how they influence classroom structure, specifically in mathematics. The results indicated that specific types of classroom evaluation structure influences student achievement goals. Students under the contingency contract condition set significantly more learning goals compared to students without contingency contracts. Students under token economy conditions set more performance goals than learning goals. The authors conclude that in the classroom, a structure that emphasizes the importance of individual goals and efforts show that learning goals become more important to students. The results can lead to many positive effects such as ability, self-competence and motivation to stay on task. Tetler and Baltzer (2011) examined inclusion classroom setting for students with disabilities and their attitude towards such a learning environment. The author looked at various degrees of classroom environment including attitudes of other students. Although this study is specific towards inclusion, the author does provide various charts in his study that provide insight into the various aspects of what a positive classroom climate should possess.

Based on this research and the various types of classroom strategies for positive classroom management and climate, I know the importance of the positivity in the elementary classroom.  It is important for positive reinforcement and discipline, class meetings and dialogue, and brain breaks.  The most important thing is that teachers are able to create a positive emotional climate in their classroom using strategies that work.  I intend to do this daily in my kindergarten classroom.

Good, Nicole, "Creating a Positive Emotional Climate in an lementary School Classroom" (2015). Master's Theses and Capstone Projects. 186. http://scholar.dominican.edu/masters-theses/186