How to Know it When you See it:
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Defining Quality in P3
Alison Wishard Guerra, Ph.D. Associate Professor UC San Diego
Today’s Session Alison Wishard Guerra Ø Associate Professor Ø UC San Diego, Dept. of Education Studies
Quality in P-3
Karen Manship Ø Senior Researcher Ø American Institute for Research
Transitional Kindergarten in California
Lucia Garay Ø Executive Director of Early Education Programs & Services Ø San Diego County Office of Education
San Diego Quality Preschool Initiative (QPI)
Discussion Ø Q & A with Panel Ø Gems, Wonders, Dreams for P-3 Quality in San Diego
Understanding Quality in P3 & Implications for (at risk) children ì Quality is consistently linked with positive academic
& social outcomes
ì Concurrent and longitudinal benefits of high quality
ECE on PreK School Readiness through 3rd grade
ì Progress in Measuring & Defining Quality in the Field ì Basic Benchmarks of Quality (NIEER) ì Early Childhood Environmental Rating Scale (ECERS) (Harms & Cryer, University of North Carolina)
ì Classroom Assessment Scoring System (CLASS) Pianta, University of Virginia)
(Hamre &
Definitions of Quality in 0-5 ì NIEER 10 Research-Based Benchmarks of quality
(National Institute for Early Education Research)
ì Teacher qualifications, curriculum, class size, ratio, health
screenings, family engagement services ì Commonly used to assess State PreK None of the 10 benchmarks predict developmental outcomes ì ECERS-R: Quality of the ECE environment ì Structural & Process Quality Predicts Expressive language ì CLASS: Quality of Emotional and Instructional
Interactions
Consistent positive associations with academic and social outcomes
Definitions of Quality in 0-5 ì NIEER 10 Research-Based Benchmarks of quality
(National Institute for Early Education Research)
ì Teacher qualifications, curriculum, class size, ratio, health
screenings, family engagement services ì Commonly used to assess State PreK Ø None of the 10 benchmarks predict developmental outcomes ì ECERS-R: Quality of the ECE environment ì Structural & Process Quality Ø Positively Associated with Expressive language ì CLASS: Quality of Emotional and Instructional
Interactions Ø
Consistent positive associations with academic and social outcomes Mashburn, et al. (2008).
Threshold Theory of Quality Is there a minimum threshold of quality that must be met in order to reap positive effects? ì With a minimum threshold of “Good” quality, T-C
interactions predict more positive social outcomes.
ì Quality of instruction predicted math and reading
ONLY in higher quality classrooms
ì Quality of instruction is a much stronger predictor of
language skills in higher quality classrooms
Burchinal, et al. (2010).
What is Quality in Early Education? ECERS-R
• Physical Environment • Teacher qualifications • Ratios
Process Quality • Daily Routines • Interactions • Use of materials
• Relational • Organizational • Instructional • Cultural
Structural Quality NIEER
Responsive Teaching CLASS
Quality as Responsive Teaching ì
Relational, Organizational & Instructional aspects of a classroom
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Nested within cultural communities
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Children and adults both contribute to the cultural community of the classroom.
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Prioritizes Relationships: Teacher-child, child-child, teacher-teacher, teacher-family
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Child Brings: ì ì ì ì
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Caregiver Brings: ì ì
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Disposition & Communicative abilities Home cultural community & practices Relationship history with caregivers at home Child care history
Internal processes & relationship history Practices and beliefs
Professional Development must include establishing trusting relationships with adults, modeling highly skilled caregiving, providing opportunity for reflection.
Howes (2015) Framework
What is currently happening in P-3 classrooms?
Overall Inconsistency in classroom quality
Declining Emotional Support from PreK-3rd Grade
Ritchie & Gutman, (2013). FirstSchool, North Carolina
Changes in daily routines & activity Settings from Pk-3rd
What Happens to Choice Time from K – 2nd?
What Happens to Whole Group Time from K – 2nd?
(Ritchie, 2013)
What happens when Curriculum, Standards & PD are aligned in Pk-3? Generative Curriculum
Funds of Knowledge State/District/ School Core Programs
Common Core
A-BIRD Framework
Aligned Balanced Integrated Relevant Developmental
What would school look like if we united best practices in Child Development & Education? Responsive Teaching
Improved Child Outcomes Aligned Organizations & Systems
A-BIRD Framework
Aligned Balanced Integrated Relevant Developmental
Gems, Wonders, Dreams ì Gems? ì Local and national examples of high quality P-3? ì Montgomery County, MD, New Jersey, San Mateo, San
Francisco, Washington State
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Wonders? ì
I wonder how we provide more effective professional development across P3 to improve responsive teaching
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What is the role of ECE teacher salary & training requirements in defining quality
ì Dreams? ì ì
Dream that district is aligned with local 0-5 programs Dream that responsive teaching becomes the norm for all children