Assessment of Practices in Early Elementary Classrooms

Division of Early Childhood Education NJ Department of Education

Today’s objective

Provide an understanding of best practices in kindergarten through the use of the APEEC

What should you see and hear in a good kindergarten classroom?

”It is absolutely reasonable to expect that kindergarten is about playful learning and learningful play, and about academic socialization and social academics” (Gullo 2006).

The Mind

Assessment of Practices in Early Elementary Classrooms (APEEC) results 1= Inadequate 3= Minimal 5= Good 7= Excellent

Statewide Average Score: 3.96

Physical Environment

1. Room Arrangement 2. Display of Child Products 3. Classroom Accessibility 4. Health & Classroom Safety Average Scores 3.92

3.50

4.07

5.95

2.15

Instructional Context

5. Use of Materials 6. Use of Computers 7. Monitoring Child Progress 8. Teacher-Child Language 9. Instructional Methods 10. Integration and Breadth of Subjects Average scores 4.11

4.08

4.09

5.55

3.76

3.53

3.64

Social Context

11. Children’s Role in Decision-Making 12. Participation of Children w/ Disabilities in Classroom Activities 13. Social Skills 14. Diversity 15. Appropriate Transitions 16. Family Involvement Average Score 3.81

3.30

4.15

4.76

3.39

4.19

3.33

Hands on materials for one or two subject areas were not used in 56% (75) of the classrooms.

In 50 % (68) of the classrooms, children did not have an opportunity to speak with their peers about classroom activities.

52% (70 classrooms) of the teachers did not engage in some informal conversations with the children.

Whole group instruction was used during the entire observation in 22% (29) of the classrooms. 62% (84) of the classrooms did not offer gross motor opportunities to children daily.

The measure

Assessment of Practices in Early Elementary Classrooms

(

APEEC

; Hemmeter, Maxwell, Ault & Schuster, 2001)

Physical Environment

classroom accessibility, and health and classroom safety room arrangement, child display,

Instructional Context

use of materials, use of computers, monitoring child progress, instructional methods, integration and breadth of subjects

Social Context

children’s role in decision-making, participation of children with disabilities in classroom activities, social skills, diversity, appropriate transitions, and family involvement

What is the APEEC used for?

• • •

The APEEC can be used to: track classroom quality for a program, district, or state (K-3) aggregate and identify areas of strength and weakness for professional development planning identify areas of strength and weakness in a specific classroom

APEEC Basics

• • • • • Suggested observation time is 2.5-3 hours, and the interview takes an additional 20 minutes Minimize your impact on the classroom during the observation Schedule the observation for a typical day (avoid special events) Schedule time for the interview at the teacher’s convenience and during non contact time when possible Read footnotes and descriptor notes for each item

More APEEC Basics

• • • • • (O) Observation and (I) Interview Interview questions are found on the score sheet Examples are just examples Read the scoring section for guidance Do not base any rating on specials “Higher scores on the APEEC items are intended to reflect higher quality classrooms, which should be associated with positive child outcomes.”

Components of High Quality Early Childhood Programs

Room Arrangement • • • • • • •

Storage for materials Soft furnishings Relaxation area Materials are organized Small group areas (2-8 children) Defined private space Duplicate materials (centers)

Display of Child Products • • • • • • •

Child products are displayed Child products are changed monthly Child products are displayed at children’s eye level Child products include original work Most children have at least one item displayed Child products include 3-D pieces Children select their items to be displayed

Classroom Accessibility • • • •

Furniture and equipment are appropriate for children’s sizes Materials can be independently accessed by children Room arrangement allows children to easily move around the room Accommodations for children with special needs

Health and Classroom Safety

• • • • • • • • Health and safety in the classroom First aid equipment in the classroom Children’s medical and emergency info accessible Two-way communication system Teachers provide opportunities for children to wash hands before meal time Prompts are provided for children to wash their hands if hand washing is not occurring consistently Special precautions are taken for children with disabilities First aid and CPR certification

Use of Materials • •

All children use hands-on materials for a majority of the day Hands-on and other relevant materials are used by most children in all subject areas to support child learning (all subject areas include math, language arts, science, and social studies)

Use of Computers • • • • • •

Computers are used Computer programs relate to classroom activities Classroom has computers Use of computers for at least three purposes Use of internet Computers are used for research purposes

Monitoring Child Progress • • • • •

Data is collected on children’s progress Data are used to make instructional decisions Teacher collects data on IEP objectives Evidence is collected primarily within the context of instruction Teacher formally schedules a conference with each child

Teacher-Child Language • • • • • • •

Teacher shows interest in children’s statements/questions Teacher’s feedback is constructive Children have opportunities to talk with their peers Teacher questions require more than correct answer or rote memorization of facts Teacher prompts children to elaborate Children have many opportunities to talk Informal conversations occur

Elaboration requires the teacher to ask follow up questions of a child to elicit additional statements from him or her. Asking multiple questions to a group of children is not considered elaboration.

Bloom’s Taxonomy

Let's go beyond Recall -"which one, who was, where is, what is" To Comprehension : "can you tell me more about" Applying Knowledge : "what would happen if, what would you change, how would you solve, how can you use this information” Synthesis (using the info in a different way for a different solution): "can you think of a way, how would you change, suppose you could, what would be different And Evaluation : “what do you think, what would you choose/why, why was it better than, why was it better that, how would you explain”

Teacher has some informal conversations with children. (7.2) • • •

What does a conversation sound like?

Why is having conversations with each of your children important?

How do you enrich your children’s vocabularies through conversations?

Instructional Methods • • • • • •

Activities/materials are adapted for individual children as needed Shared learning occurs Teacher asks children to explain their answers Teacher uses at least two teaching methods within at least two subject areas Teacher facilitates group discussions among children Small group experiences

Define these teaching methods: • • • • • •

Whole group instruction Small group instruction One-on-one instruction Self-instruction Teacher facilitation Shared learning

Teacher facilitates group discussions among children. (7.2)

“In group discussions, children present their opinions, consider different issues of a problem, talk about pros and cons…”

• •

Fostering group discussions among children through: Perspective-Taking Critical thinking

http://www.youtube.com/watch?v=U91Wl2YpkD8&feature=related Perspective taking helps children make sense of their own and others’ experiences. Studies have found that young children who learn perspective taking have a better adjustment to school. It helps them understand what their teachers want and expect. And there are connections between this skill and learning to read.

-Ross Thompson of the University of California at Davis

Critical Thinking

The ability to step back and look at what you’re doing, to look at the dimensions at task, and to evaluate.

-Frank Keil, Yale University

Integration and Breadth of Subjects • • • • •

Fine arts are offered Math, language arts, science, and social studies are taught Opportunities for gross motor Activities/projects that require children to use skills from multiple-subject areas At least half of classroom time for the above bullet to occur

http://www.bie.org/tools/video/elementary_project_kindergarten_harvest http://www.edutopia.org/kindergarten-project-based-learning-video

Project Based Learning

“In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills (such as collaboration, communication & critical thinking).” http://www.bie.org/

Project Based Learning: • • • • • • •

is organized around an open-ended driving question or challenge.

creates a need to know essential content and skills.

requires inquiry to learn and/or create something new.

requires critical thinking, problem solving, collaboration, and various forms of communication.

allows some degree of student voice and choice.

incorporates feedback and revision.

results in a publicly presented product or performance.

http://www.bie.org/

Children’s Role in Decision-Making • • • • •

Children make choices in the classroom Children choose whom they sit by, work with, or play with Children decide which activity to do Children make decisions that affect the entire class or group Children make choices many times a day

Self-regulation

• • • • • Decision-making Reminders and visuals Make-believe play Games with rules Goal-setting

Young children who know how to delay gratification are more likely to pursue academic and personal goals with less frustration, with less distraction.

(Graziano et al., 2006) http://www.youtube.com/watch?v=QX_oy9614HQ

Participation of Children w/Disabilities • • • • •

Gen ed teacher communicates with other ed team members about child progress All children w/disabilities participate in many of the same class activities IEP objectives are addressed within the context of regular class activities Appropriate modifications Ongoing, collaborative relationships between gen ed and special ed

Social Skills

• • • • • • • Adults demonstrate positive social skills throughout the day Praise for appropriate social behavior Rules are posted Adults use redirection and positive reinforcement Expectations of behavior are appropriate Consequences are implemented consistently Encouragement of positive social interactions and negotiation of solutions to problems

Diversity • • • • •

Materials/information on diversity are present Diversity info is discussed Diversity info is provided through ongoing areas of study Diversity in the class is seen across multiple areas Diversity info is integrated throughout daily activities

Appropriate Transitions • • • • •

Extra in-class time to complete activities Transitions occur in an orderly fashion Children can begin another activity while waiting for others to finish Teacher provides advance notice about most upcoming transitions Children move from one activity to another independently (i.e., during center time)

• • • • • • • • •

Family Involvement

Teacher communicates with families Families are given options to participate Individualized communication Family conferences at least twice a year Standing invitation to visit the classroom Variety of options for family involvement Teacher has met with parents of all children Teacher asks families how they want to be involved Teacher asks families to evaluate their children’s education

The Reflective Cycle

post-conference (w/follow-through plans for next visit) classroom visit planning conference   Develops teachers’ awareness about teaching practices and the impact of their teaching on student learning Encourages teachers to strengthen their teaching ability