Bulletin 140 Guidance Performance Profile Rating

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1 Bulletin 140 Guidance Performance Profile Rating

2 Overview Objectives: 1. Review Lead Agency Expectations and Role for the Learning Year 2. Describe the purpose and focus of the Performance Profiles and Ratings 3. Explain the expectations regarding Performance Profile Ratings for sites and communities, as established by Bulletin 140 Agenda: Learning Year: Lead Agency Expectations Overview of B140 Guidance and Webinars Performance Profiles and Performance Ratings Bulletin 140: Expectations for Sites and Communities Additional Supports Next Steps Louisiana Believes 2

3 Lead Agency Expectations

4 Learning Year Lead Agency Expectations Purpose Lead Agencies will be funded to coordinate 2 key functions: observation and enrollment Are not responsible for licensing, producing performance profiles or deciding funding Specific Responsibilities Coordinated Enrollment Coordinated Observation Funding $5M for observations, start-up funds and expansion funds in Lead Agencies may also leverage existing funds (e.g. LA 4, Head Start, PreK Grant) R & Rs, not Lead Agencies, are responsible for training and coaching for child care Key Milestones September 30 Submit observation schedule and plan for fidelity and reliability Lead planning and implementation of coordinated enrollment Submit community application for funding to State/Feds Apply to participate in Preschool Development Grant Assure accurate measurement of teaching and program quality by: Managing schedule so each classroom receives at least two CLASS observations by reliable observer Reporting results to 1) the state for practice profile purposes and 2) programs to support improvement October 15 Submit Coordinated Enrollment Plan (Cohort 1/2) December 15 Ensure 100% of classrooms are observed in the fall with accuracy January 15 Submit Coordinated Enrollment Plan (Cohort 3) May 15 Ensure 100% of classrooms are observed in the spring with accuracy Louisiana Believes 4

5 Learning Year Bulletin 140: Lead Agency Role As established by Bulletin 140, Lead Agencies must meet specific milestones in the Learning Year. Lead Agencies Must: Count all PreK and Toddler classrooms o PreK Classroom: majority 3 and 4 year olds o Toddler Classroom: majority 15 to 36 months Enter all classrooms into the CLASS system (more information will be provided Oct. 1) Count all at-risk children being served with public dollars (note: only 4 year old access counts in performance rating) Complete and submit the CLASS Observation Plan Template Complete and submit the Coordinated Enrollment Plan Ensure that all classrooms within the Community Network are observed twice Ensure that all observations are entered into the CLASS observation system by the end of each observation period Louisiana Believes 5

6 Overview of B140 Guidance and Webinars

7 Learning Year Full Rollout The Department will provide guidance and support to early childhood programs throughout the Learning Year. Summer 2015 Summer Fall 2015 Winter 2015 Spring 2016 Fall Department publishes written guidance and conducts webinars Department launches Lead Agency sessions at Supervisor Collaboratives statewide Department releases 2 nd Coordinated Enrollment Report Fall CLASS result shared with all programs Department provides update on match rates for third party and local observers Spring CLASS results shared with all programs Programs receive draft results with opportunity to correct Training on interpreting, using, and communicating practice profiles Release of practice profiles, in coordination with Lead Agencies There are no consequences attached to the practice performance profiles in the Learning Year. Louisiana Believes 7

8 Bulletin 140 Guidance Overview The Department will conduct a series of webinars to provide Lead Agencies with guidance on each component of Bulletin 140. Webinars will be held on Wednesdays from 12:00 1:00 pm All Lead Agencies should plan to attend all webinars Date August 19 August 26 September 2 September 9 September 23 Topic CLASS Observation Plan Template: View recording here Performance Profile Ratings Performance Profile Informational Metrics Data Reporting for Performance Profiles Coordinated Enrollment Expectations Webinar Link: https://louisianaschools.adobeconnect.com/ecwebinar/ Louisiana Believes 8

9 Performance Profiles and Performance Ratings

10 Performance Profiles Purpose Louisiana must launch a shared quality measure for all public programs in Challenge: Need a Unified Quality Measure Louisiana needs a statewide system for evaluating programs and networks that: Defines and measures core elements needed for high-quality early childhood outcomes; Provides simple, clear information about performance; Clearly articulates a path to improvement; and Gives families an easy way to compare choices in their community. Bulletin 140: Align Performance Profiles to Items Promoting Kindergarten Readiness BESE policy establishes the unified accountability system for programs and networks called for by Act 3 by providing: 1. Performance Rating that relates to positive child outcomes Adult-child interactions and instruction, as measured by CLASS; and Access for at-risk four-year-olds (Community Networks only). 2. Information on classroom best practices E.g., using curriculum, maintaining lower ratios, assessing children to support learning Louisiana Believes 10

11 Performance Rating Approach Focus on Interactions with Children Louisiana will use CLASS to measure, provide information on and support improvement on the core elements needed for quality: adult-child interactions and instruction. As a research-based, nationally regarded early childhood quality measure for classrooms for all young children, CLASS Assesses how well teachers interact with children, including how well they: Description PreK Domain Toddler Domain Create a warm, positive environment and build trusting relationships with children Organize daily routines and minimize disruptions Emotional Support Classroom Organization Emotional & Behavioral Support Help children learn concepts and connect ideas through dialogue and play Instructional Support Engaged Support for Learning Correlates with child outcomes Programs that perform better on CLASS have better child outcomes (i.e., kindergarten readiness) Supports teacher growth by providing useful information for coaching Teachers and leaders in Community Networks have been trained on CLASS Head Start implemented CLASS for all programs to inform and encourage classroom improvement Has been validated in 4,800+ classrooms nationwide Louisiana Believes 11

12 Performance Rating Approach Why Interactions and Instruction Matter for Children Interactions and instruction predict child outcomes. Research Shows: Children s academic and social growth is predicted by quality of interactions. Children have more academic growth with effective Instructional Support and improved social competence and reduced behavior problems with effective Emotional Support. Children in classrooms with higher Toddler CLASS scores demonstrate better early language skills and reduced behavior problems. Children from low-income families and families with lower levels of education benefit the most and benefits last through later grades. Teachers with varying credentials or degrees (e.g., CDA, AA, BA, MA) can demonstrate effectiveness on CLASS. Professional development that enables teachers to see and identify effective interactions results in improved quality of instruction and improved academic outcomes for children. Louisiana Believes 12

13 Performance Rating Approach Obtaining Reliable Data Louisiana needs a system to assure accurate and consistent measurement of all classrooms. In Learning Year, the state will consider both local and third party observations for performance rating purposes. Why Use Local Observers? Local leaders have demonstrated their ability to conduct valid, reliable CLASS observations Programs need information throughout the year to provide the best supports to teachers Funding enables communities to build capacity for CLASS observations, feedback and coaching Why Use Third Party Observers? Using a third party provides more consistent measurement statewide and reduces risk of conflict of interest and bias Auditing classrooms may be cost-effective and enable the state to allocate more funding locally Key Milestones: Sept Sept Sept.- Dec Jan.-May 2016 State contracts with third party to conduct observations Lead Agency develops observation schedule and plans for fidelity and reliability Lead Agency ensures 100% of classrooms are observed in the fall with accuracy Lead Agency ensures 100% of classrooms are observed in the spring with accuracy Louisiana Believes 13

14 Performance Rating Components Site Practice Performance Rating The most important classroom factor in determining whether a child will be ready for kindergarten is the quality of the teachers interactions and instruction with the child. Performance Rating Components: PreK CLASS observation results on Emotional Support, Classroom Organization, and Instructional Support Toddler CLASS observation results on Emotional & Behavioral Support and Engaged Support for Learning The performance rating is determined by what matters most and is most rigorously measured interactions. Each publicly-funded program will receive a practice performance rating in Louisiana Believes 14

15 Performance Rating Components Community Network Practice Performance Rating The Community Network profile shows how well all programs are performing and indicates how much access is provided to at-risk children. Performance Rating Component: PreK CLASS observation results for all programs Toddler CLASS observation results for all programs Access for at-risk 4 year olds Performance ratings reflect two areas for Community Networks: 1) coordinated observation and 2) enrollment Each Community Network will receive a practice performance rating in Louisiana Believes 15

16 Performance Rating Components Performance Rating Scales For sites, Performance Ratings include only CLASS scores. For Community Networks, Performance Ratings include CLASS scores (50%) and Equitable Access (50%). Score Performance Rating Excellent Proficient Needs Improvement Equitable Access Scale Percentage of At-Risk Four-Year-Olds Served Points % % % % % % % 1 Louisiana Believes 16

17 Bulletin 140: Expectations for Sites and Communities

18 Expectations Bulletin 140: Participation Expectations As established in Bulletin 140, all communities and publicly-funded sites are required to participate in the Learning Year. If a publicly-funded site Then Exists On October 1 AND February 1 It will receive a Practice Performance Rating Exists on October 1 but not on February 1 It will not receive a Practice Performance Rating All scores will be counted toward the Community Network Practice Performance Rating Discontinues participation in a Community Network after October 1 by changing license type It will not receive a Practice Performance Rating All scores will be counted toward the Community Network Practice Performance Rating Opens after October 1 It will not participate in the Learning Year It will not count toward the Community Network Practice Performance Rating For any publicly-funded sites in existence on October 1: If a classroom is in existence on either October 1 or February 1, it must be observed and included in the Practice Performance Rating for both the site and the Community Network. Louisiana Believes 18

19 Expectations Bulletin 140: CLASS Expectations As established in Bulletin 140, all classrooms in publicly-funded sites must receive two local observations. There are two observations periods over the course of the school year: July Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Aug 1 Dec. 15: Fall Observation Period Jan 1 May 15: Spring Observation Period Classrooms must be observed by reliable observers twice, once in each observation period Lead Agencies are required to maintain sufficient observer capacity, schedule observations, and ensure observations are submitted (see CLASS Observation Plan Template Webinar) Observations must be submitted no later than ten days after they are completed Classrooms must be observed on the same tool in the fall and the spring For example, If the children in a toddler classroom become PreK age over the course of the year, the classroom should still be considered a toddler classroom and observed on the toddler tool Louisiana Believes 19

20 Expectations Bulletin 140: Conflict of Interest As established by Bulletin 140, observers must ensure that there is no conflict of interest when observing a classroom. Important Considerations Conflict of Interest: No observer shall conduct an observation in which the observer is an immediate family member of a teacher in the classroom being observed or an immediate family member of an individual who supervises or provides training or technical assistance to a teacher in the classroom being observed or has a direct financial interest in the site where the classroom is being observed. Clarifying Examples: Mr. X owns a child care center. He can supervise, provide training, and conduct CLASS observations on his staff for the accountability system. His mom, sister, brother, or wife cannot. Mr. X pays Suzie to provide training and technical assistance for his center. Her sister, Joan, is a CLASS -reliable observer. Joan cannot conduct observations at his center for the accountability system. Louisiana Believes 20

21 Expectations Bulletin 140: Site Practice Performance Rating As established by Bulletin 140, all publicly-funded sites are required to participate in the Learning Year and receive a practice performance rating. Publicly-Funded Sites Must: Sign assurances to participate in the Learning Year Count all PreK and Toddler classrooms o PreK Classroom: majority 3 and 4 year olds o Toddler Classroom: majority 15 to 36 months Enter all classrooms into the CLASS system (more information will be provided Oct. 1) Allow for and ensure all classrooms are observed twice by Local Observers Allow for Third Party (ULL) Observers to observe classrooms Provide Lead Agencies with information regarding holidays, vacations, field trips, water days, and other times when observations cannot be scheduled Louisiana Believes 21

22 Expectations Bulletin 140: Community Network Practice Performance Rating As established by Bulletin 140, all communities are required to participate in the Learning Year and receive a practice performance rating. Community Networks Must: Count all PreK and Toddler classrooms o PreK Classroom: majority 3 and 4 year olds o Toddler Classroom: majority 15 to 36 months Enter all classrooms into the CLASS system (more information will be provided during Oct. 1 Webinar) Count all at-risk children being served with public dollars (note: only 4 year old access counts in performance rating) Be in the process of implementing Coordinated Enrollment Louisiana Believes 22

23 Expectations Use of CLASS Tool When using CLASS, there are a few specifics to keep in mind. CLASS observations should occur in the morning Each CLASS observation should consist of four cycles, lasting at least 2 hours CLASS score sheets should be kept on file for three years Lead Agencies are responsible for ensuring that teachers are debriefed on observations at some point following the observation The CLASS tool is valid for special education classrooms, dual language classrooms, and immersion classrooms Observations can take place with substitute teachers

24 Next Steps

25 Lead Agencies Next Steps For Support/Guidance: Attend all of the B140 Webinars Attend CLASS Observation Plan Office Hours on Tuesday, Sept 1 from 3:00-4:00 PM Attend Supervisor Collaboration Upcoming Action Items: Ensure that all classrooms are included and there are no conflicts of interest for observers Submit draft CLASS Observation Plans to the FTP folder by Sept 11 Submit final CLASS Observation Plans to the FTP folder by Sept 30 For further questions, contact Kaye Eichler at In Fall 2015, the Early Childhood Team will be offering weekly EC Learning Year Office Hours. This will be an opportunity for Lead Agencies to call in with questions they have about their current work, hear each other s questions, and get answers to commonly occurring questions. Call In: ; PIN: Louisiana Believes 25

26 Appendix: Additional Resources

27 Additional Resources The LDE is committed to providing guidance and resources to communities throughout the Learning Year. Early Childhood Guidebook Bulletin 140 Early Childhood Newsletter EC Learning Year Office Hours: Call In: ; PIN: Draft Learning Year Performance Profiles 2015 Early Childhood Roundtables Louisiana Believes 27

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