Illinois State Board of Education Early Childhood Division
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- Evelyn Arnold
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1 Illinois State Board of Education Early Childhood Division Continuous Quality Improvement Plan (CQIP) for Early Childhood Environment Rating Scale-R (ECERS-R) Program Name: RCDT # Date October, 2014 Space & Furnishing s ECERS indicators with scores below 5 Action Steps/Resources/ Professional Development to address indicators 1. Have observe each other s classrooms and make recommendations. Person Responsible, Supervisor Timeline 1. Spring 2015 Follow Up to be completed in subsequent years In Process Action Step Update Met Create ample space (within space provided for PFA classrooms) 2. Remove teacher desks. Organize and create storage outside of classrooms to free classroom space. 3. Create a new floor plan of our classrooms and refer to our selected curriculum. 2. Janitor, Staff 2. Spring Spring Refer to All About the ECERS section 1 for guidance. 4. Teaching 4. Spring 2015
2 2 3.1 Provide cubbies and personal space/decrease risk of contagious disease 1. Review grant budget and determine feasibility of replacing hooks with cubbies inside the classroom that give each child a personal space. In the interim, provide tubs inside classroom, labeled with each child s name and picture, for storage of personal items. 1., Teachers, Purchasing agent Schedule cozy area for substantial portion of the day 5.2 Cozy area for quiet play only 2. Have janitor create dividers between hooks. Research appropriate cubbies. 1. Review daily schedule and ensure that cozy area is available throughout choice/center time for at least 1/3 of the session. 2. Talk with children and reinforce the use of the cozy area as a place for quiet, calm activity. Refer to All About the ECERS section Janitor, Teachers 1.Teaching 2.Teaching 2. Aug Separate quiet and loud centers 5.3 Arrange space to avoid interruption of play 1. Review curriculum, All About the ECERS section 4, and CQIP resource list for guidance on room arrangement and rearrange room to best support active and quiet play. 2. Review traffic pattern as part of review of room arrangement and check for traffic flow that minimizes interruptions Create spaces for privacy for 1 or 2 children 5.2 Choice/center time for substantial portion of the day 1. As part of review of room arrangement, ensure that there are at least 2 spaces (writing center, easel, etc.) for children to play protected from intrusion and enforce no interruption rule. 1.Immediately
3 6 3.1 Create appropriate display of materials 3.2 Display more child made work and materials 2. As part of review of daily schedule, ensure that these areas are available for at least 1/3 of session. Refer to section 5 in All About the ECERS. 1. Remove commercially made displays and create space for children s work throughout the classroom. Plan for items to be displayed when creating lesson plans and creating displays that correspond with curricular topics. Refer to All About the ECERS section 6. 2.Immediately Provide sufficient time for gross motor play 3.2 Provide safe gross motor space 3.1 Provide sufficient quantity of gross motor equipment for number of children. 3.3 Provide appropriately sized equipment and safe space 1. When reviewing daily schedule, create at least 20 minutes of gross motor time (not counting transition or clean up). 2. Research safe alternative to hallway for appropriately cushioned gross motor space when weather prevents outdoor play. 1. Gross motor was observed in hallway due to weather and children took turns on tricycles. We will research cost of sturdy tricycles to increase number from 2 to As stated in number 7, find alternative cushioned space and discontinue use of tall portable climber in un-cushioned hallway. 2., Teaching, Grounds & Building 1., Teaching Purchasing agent 2., Teaching, Grounds and Building 2. Aug Aug Aug 2015
4 Language & Reasoning Schedule book area for substantial portion of the day 5.4 Provide books or language materials in children s home language or that reflect children with special needs 3.3 Provide opportunities for ELLS to use their home language 1. As part of review of daily schedule, ensure that the book area is available for at least 1/3 of session. Refer to section 15 in All About the ECERS. 2. Research and purchase appropriate language materials/books to represent all children and families. 1. Create classroom volunteer program to support classroom use of family home languages. Recruit and train parents and community organization volunteers. Provide training for paraprofessionals, parents, volunteers on imbedding home language into the curriculum and use of ESL strategies. See number 15 re: purchasing language support materials., Reading Specialist 1., ESL/Bilingual Director, Teaching 2. Jan Aug 2015
5 5.1 Strengthen talk about logical relationships will read the National Center for Quality Teaching and Learning articles identified on the CQIP resource list related to language, reasoning and problem solving. Speech pathologist and principal will lead meeting to discuss, practice and reinforce the concepts., Speech Pathologist, 1. Jan Promote children s use of reasoning will research IRC and/or StarNet professional development related to higher level thinking/language and will register for trainings and/or webinars. 2. Aug Increase -child conversations during routines 5.3 Build language by expanding on ideas presented by children 3. Speech pathologist and teaching will develop a mentoring workgroup to continue learning and sharing strategies through classroom observations/visits, meetings and discussions. 1. See response to #17. Strategies to strengthen conversations and expansion of ideas presented by children will be part of the comprehensive plan. 3. Speech Pathologist, Teaching 3. Jan 2015 Activities Provide many materials for a substantial portion of the day 5.2 Organize and label materials 1. Review/update of the daily schedule will ensure that fine motor materials are available for at least 1/3 of the session (not counting transition or clean up time). Refer to section 19 in All About the ECERs (AAE). 2.Fine motor materials available
6 during choice/center time will be rotated regularly and will include at least 3 of each of the categories (manipulatives, puzzles, small building toys, and art materials. Will refer to section 19 in AAE Provide art materials for a substantial portion of the day 3. Fine motor materials will be organized & labeled with words and pictures so children know where to find/return materials. 1. Review and update of the daily schedule will ensure that art materials are available for at least 1/3 of the session (not counting transition or clean up time. Review section 20 in All About the ECERs. 3. Jan Promote individual expression in use of art materials will work together to create a list of appropriate art materials and activities. Will use CQIP articles and research others. will place CD players in space accessible to children and will provide instructions on how to use it. 2. Feb Provide more musical instruments and children s access to music 5.2 Make available various types of music 2. CDs of various types of music will be purchased and displayed next to CD player. Periodically teaching will highlight a CD and teach children about the type of music., 2. Feb Create sufficient space in block area 3. Article from CQIP resource list, Inventing Music Play Centers, will be distributed to teaching and discussed at a meeting. 1. As stated in #1: Create a new floor plan of our classrooms and, 3. Dec.2014
7 5.3 Eliminate materials in block area that interfere with block play 5.4 Provide block play for a substantial portion of the day refer to our selected curriculum and All About the ECERs for guidance on room arrangement and space. Ensure that space allows at least 3 children to build sizeable structures with sufficient space. 2. Refer to All About the ECERS section 22 for guidance on appropriate block area and materials. 5.1 Provide sand and water play outdoors and indoors 3. Review and update of the daily schedule will ensure that blocks are available for at least 1/3 of the session (not counting transition or clean up time. Review section 22 in All About the ECERs. 1. Sensory tables with sand, water or other acceptable medium will be available on a daily basis. 3. Immediately Provide a variety of toys accessible for sand/water play 5.3 Make sand/water play available daily will develop a list of appropriate toys to use in sensory tables and inform principal of needed purchases. 3. Sensory table will be available for the duration of choice /center time., 2. Jan Immediately
8 will work together to develop a list of appropriate materials/props for the area and provide principal with list of needed props. List will include props to represent both males and females., 1. Feb Provide sufficient materials and props in dramatic play for a minimum of three children 5.2 Schedule dramatic play for a substantial portion of the day 5.3 Clearly define space with clear boundaries 2. Review and update of the daily schedule will ensure that dramatic play materials are available for at least 1/3 of the session (not counting transition or clean up). 3. Review section 23 in AAE and curriculum guidance on arrangement of space. 3. Immediately 4. As stated in #1, a new floor plan of our classrooms will take into account the need for clearly defined, un-crowded area away from quiet areas. 4. Teaching 4. Immediately
9 will read the 3 science-related articles on the CQIP resource list and section 25 in AAE and will discuss at a meeting facilitated by district curriculum coordinator.,, District Curriculum Coordinator 1. Feb Provide more science materials from three categories 5.2 Provide science materials for a substantial portion of the day 2. Existing materials will be inventoried and items needed in each of the 4 categories (living things, books/games/toys, science activities, collections of natural things) will be given to principal., 2. Jan Create opportunities for learning about science in everyday events 3. Review and update of the daily schedule will ensure that science materials are available for at least 1/3 of the session (not counting transition or clean up time. 3. Immediately 5.1 Provide materials to represent each category 4. Teaching will seek out training/webinars on science through the IRC and/or StarNet. 1. Existing materials will be inventoried and items needed in each of the 4 categories (counting, measuring, comparing quantities, recognizing shapes) will be given to the principal for purchase. 4. Teaching, 4. Jan Jan Provide material for a substantial portion of the day 5.4 Imbed math learning into daily activities 2. Review and update of the daily schedule will ensure that math materials are available for at least 1/3 of the session (not counting transition or clean up time. will review resources from the CQIP resource list, including the What Works, Curriculum 3. Feb 2015
10 Clearinghouse Teaching Math to Young Children Practice Guide, and will read section 25 in AAE. These resources will be incorporated into PD facilitated by our district curriculum coordinator. Coordinator 4. For ongoing PD, teaching will seek out training/webinars through StarNet and/or IRC. 4. Teaching 4. Jan Program does not use TV/ video and is trying to develop guidelines for new technologies., district technology support 1. Aug Limit time for TV/video/computer and technology coordinator will review the resources on the ISBE web page, Supporting Appropriate Technology Integration in Early Childhood Programs, and appropriate use of technology will be scheduled for PD day, facilitated by the district tech coordinator., Technology Coordinator 2. Feb 2015 will seek out training/webinars on appropriate technology use through the IRC and/or StarNet. 3. Jan 2015
11 will review section 28 in All About the ECERS Expand materials to support children s knowledge and acceptance of various types of diversity (gender, age, ability, race, culture) will observe each other s classrooms and make recommendations to better represent all categories of diversity. will seek out training/webinars on supporting children s understanding of diversity through IRC and StarNet. 2. Mar Jan 2015 Interaction Increase supervision outdoors 1. and teaching will discuss supervision on playground and develop strategies for best placement of. will reinforce need for to be supervising and involved with children at all times. 1., teaching 1. and teaching will discuss supervision indoors and develop strategies to avoid children going to hallway alone to access their hook/storage. 1., teaching Increase supervision indoors 2. will reinforce need for to accompany children any time they leave classroom. 2., teaching 3. As stated in #2, tubs will be provided in classroom for children to keep personal items (sweater, 3. Immediately
12 blanket, family photo, etc.) 1. will ensure that this item is the first priority of this CQIP Immediately. 2. Inappropriate strategies identified in our monitoring report (time out, use of stickers for rewards, and some harsh voices) will be immediately eliminated., Improve teaching s skills on positive and appropriate guidance of children 3.3 Improve teaching s skills on developmentally appropriate expectations of children s behavior 3. Program will utilize the CSEFEL resources identified on the CQIP resource list (videos/modules/checklists, etc.) 4. School social worker and will work together through videos, observations and meetings to increase teaching s positive classroom management and behavior guidance. 4. Teaching, Social Worker 3. Jan Ongoing 5. and teaching will participate in ongoing PD on supporting children s socialemotional competence through IRC and/or StarNet. 5. Teaching, 5. Ongoing Foster positive and responsive interactions with children 1. The professional development and resources identified in #31 will include content on improving interactions with children. Specifically, and social worker will work together to use the CSEFEL observation checklist on positive/negative interactions to observe and provide feedback to each other. 1., teaching, school Social Worker 1. Jan Consistently model good social 1. The professional development 1., 1. Jan. 2015
13 Program Structure 34 skills 5.2 Support children s social emotional skills 3.2 Post weekly written schedule in classroom 3.3 Provide outdoor and indoor play period daily and resources identified in #31 will include content on helping to build positive classroom interactions among children.. 1. Written schedule, with times, will be posted on in classroom next to lesson plan. 2. Weather permitting, outdoor play will take place daily and written schedule will reflect that update. teaching, Social Worker Provide free play (choice/center time) for a substantial portion of the day 3. When weather prevents outdoor play, a safe alternative space will be provided for gross motor (see #7) 1. Schedule revision will ensure that choice/center time will be provided for at least 1/3 of the session (not counting clean up or transitions). 1. Long group times will be eliminated immediately to address children s attention spans and interests., 3. Jan Schedule whole group gatherings to align with curriculum guidance and meet children s attention spans 2. Schedule revision will adjust large and small group times in accordance with guidance from our curriculum. 5.3 Create more individualized routines 3. Snack will be offered as a center. Teaching will seek training or webinar on implementing a snack center through IRC and/or StarNet. 3. Jan Teaching will develop plan 4. Teaching 4. Nov. 2014
14 Increase communication with parents to take children to bathroom in small groups to avoid transitions, waiting will create log books to go back and forth from school to home in backpacks twice weekly. 1. Jan Authorized Official s Electronic Signature Title Date The authorized representative of the applicant who will affix his or her digital signature above certifies that he or she has read, understood and will comply with all of the provisions of the FY15 Continuous Quality Improvement Plan. The person approving this FY15 Continuous Quality Improvement Plan hereby certifies and assures the Illinois State Board of Education that the person submitting the document on behalf of the applicant has the necessary legal authority to do so.
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