NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING

AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE

Module 1: Overview

Effective Teacher Practices SupportingHigh Quality Supportive Environments and

Nurturing & Responsive Relationships2015

Review Pre-learning Assignment

2

• Complete Foundations Self-Assessment

• What questions were you unsure of?

• What questions made you stop and think?

Objectives

• To understand the relationship between early learning standards and curriculum

• To understand the relationship between the NC Standard Course of Study for Kindergarten and the NC Foundations for Early Learning and Development

• To understand the structure of the professional development modules for instructional practices that support high quality supportive environments and nurturing & responsive relationships

3

4

The Back Story

How we got where we are today

5

Five Developmental Domains

Approaches to Learning

Cognitive Development

Language Development & Communication

Health &Physical

Development

Emotional-Social

Development

6

Foundations Treasure Hunt!

7

Developmental Indicator Continuum

Infants: birth-12 months

Developmental Goals

Continuum of Growth

8

Standards, Curriculum, and Formative Assessment

Standards

Curriculum

Formative Assessment

• Define the expectations for knowledge and skills children should have

• Organized by age level

• Based on developmental literature

• Assumes additive acquisition of knowledge

Adapted from Corcoran, Mosher & Rogat, 2009

9

Standards, Curriculum,and Formative Assessment

Standards

Curriculum

Formative Assessment

• Scope: the breadth and depth of content to be covered

• Sequence: the order in which content is presented

• Provides activities to facilitate critical areas of development and learning that can be embedded in classroom routines

10

Standards, Curriculum, and Formative Assessment

Standards

Curriculum

Formative Assessment

Adapted from The Council of Chief State School Officers, October 20

• A process used by teachers and children during play and learning activities,

• that provides feedback to the teachers and children,

• so that teachers can adjust their teaching to meet the needs of children, and

• so that children can understand what is expected of them.

11

Alignment

TS GOLD Objectives

NC Foundations for Early Learning and Development

12

Relationship between Foundations and NC Standard Course of Study

Older Preschooler: Story sequence

3rd Grade:Recounts stories

5th Grade: Identify main points of stories

High School: Analyze how author selected words and organized text for meaning

English Language Arts

13

Relationship between Foundations and NC Standard Course of Study

Older Preschooler: Patterning

3rd Grade:Identify and explain patterns in arithmetic

5th Grade: Analyze patterns and relationships

High School: Arithmetic with polynomials and rational expressions

Mathematics

14

Relationship between Foundations and NC Standard Course of Study

Older Preschooler: Awareness of body

3rd Grade: Understand human body systems

5th Grade: Understand how organisms perform functions necessary for life

High School: Understand cells and organisms- evolution and genetics

Science

15

Relationship between Foundations and NC Standard Course of Study

Older Preschooler: Recognize the roles of people in the community

3rd Grade: Understand how events and individuals have influenced communities

5th Grade: Chronicle key events and people in US history

High School: Understand creation and development of societies and civilizations

Social Studies

16

Alignment

Kindergarten Standard Course of Study

NC Foundations for Early Learning and Development

17

Foundations Training Modules

The “Why” Behind the Structure of the Modules

18

Stakeholder Input

Identifying professional development needs for schools systems and the early intervention program

Stakeholder input helped to identify:• priorities for training, and • resources needed to implement Foundations

through teacher/practitioner practices

19

Video

20

Teaching Standards

http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

21

Structure of Training Modules

1. Pre-learning assignment

2. 30 minute review of pre-learning assignment

3. 90 minute face-to-face session

4. Post-learning activities: Extension into the classroom

Foundations Training Modules

The Structure of the Training Modules

23

Effective Teacher Practices Supporting NC Foundations for Early Learning and Development

Module 1: OverviewModule 2: Formative AssessmentModule 3: Promoting Positive RelationshipsModule 4: Classroom DesignModule 5: Behavior Expectations and RulesModule 6: Schedules and RoutinesModule 7: Directions and Feedback

24

High Quality Supportive Environments

Nurturing & Responsive Relationships

Targeted Social Emotional Supports

Intensive Interventions

Behavior Expecta

tions & Classr

oom Rules

Classroom Desig

n, Schedules & Tra

nsitions

Giving Directions &

Feedback

Relationships

Enhancing Emotional Li

teracy

Controllin

g & Recognizing Im

pulses

Problem Solving

Developing Friendships

Intensive

Behavior Support

Functional Behavior

Analysis

Behavior Support

Plans

Pyramid Model for Promoting Social-Emotional Competence in Young Children

Treatm

ent/Focu

sed Interve

ntion

Prevention

Universa

l Promotion

Adapted from Center on the Social and Emotional Foundations for Early Learning (CSEFEL)

25

iPoints

Included in your handouts

26

Instructional Practices Checklist

Included in your handouts

27

Off on a Journey!

28

Post-learning Activity

• Select a lesson plan

• Identify Foundations domain, subdomain, goals, and indicators

• Analyze lesson plan

29

Questions?

30

ReferencesCenter on the Social and Emotional Foundations for Early Learning. (n.d.). Retrieved from http://csefel.vanderbilt.edu/ Corcoran, T., Mosher, F., & Rogat, A. (2009). Learning progressions in science: An evidenced-based approach to reform. Retrieved from http://www.cpre.org/images/stories/cpre_pdfs/lp_science_rr63.pdf Dr. Seuss. (1978). I can read with my eyes shut! New York, NY: Random House. Dr. Seuss. (1990). Oh, the places you’ll go. New York, NY: Random House. Heritage, M. (2010). Formative assessment and next-generation assessment systems: Are we losing an opportunity? Washington, DC: Council of Chief State School Officers. Retrieved from http://www.ccsso.org/Documents/2010/Formative_Assessment_Next_Generation_2010.pdf Heritage, M. (2013). Formative assessment in practice. Cambridge, MA: Harvard Education Press. Heroman, C., Burts, D.C., Berke, K., & Bickart, T.S. (2010). Teaching Strategies GOLD objectives for development & learning: Birth through kindergarten. Bethesda, MD: Teaching Strategies, LLC. Retrieved from http://teachingstrategies.com/wp-content/uploads/2014/06/NC-GOLD-Alignment-PS-2014.pdf North Carolina Department of Public Instruction (n.d.). K-12 standards, curriculum and instruction. Retrieved from http://www.ncpublicschools.org/curriculum/ North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Raleigh: Author. Retrieved from http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author. Retrieved from http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf NC FALCON. (n.d.). North Carolina’s formative assessment learning community’s online network. Retrieved from https://center.ncsu.edu/ncfalcon/ Ritchie, S. & Gutmann, L. (Eds.). (2014). FirstSchool: Transforming PreK-3rd grade for African American, Latino, and low-income children. New York: Teachers College Press. Teaching Strategies, LLC. (2010). The Creative Curriculum for preschool. Washington, DC: Author.