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Archive for the ‘Standards and curriculum’ Category

Voices from the Field: Stacey Reese

Posted in Developmentally appropriate practice, Early educators, Head Start, Higher Education, Professional development & preparation, Social-emotional development, Standards and curriculum on August 10, 2018| 3 Comments »

This is one of a series of blogs featuring first-person accounts from early educators across Massachusetts.

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Stacey Reese

My name is Stacey Reese and I am currently a lead teacher for Cape Cod Child Development. I have been a preschool teacher for a little over 5 ½ years but have had my hand in educating young children for over 18 years.

So many people spend their whole lives trying to figure out who they are and what they want to do, but I can’t remember a time in my life when I didn’t want to be a teacher. Being a Head Start teacher is no easy feat. It requires patience, diligence, heart and dedication.

My primary goal as the lead teacher is not only to implement daily curriculums and activities, but to provide a safe, fun, caring learning environment for all my students. Head Start provides comprehensive early education, health, nutrition, and parent involvement services to low income families. The program is inclusive and helps those who otherwise wouldn’t have the opportunities to succeed. Being part of such a wonderful program helps me to be more focused on my own goals.

I learned that being a good teacher means connecting with children on their own level. I have learned to recognize exactly what motivates a child, how to hold their interest, and most importantly, how to make learning fun, which is so important in a Head Start classroom. This takes perseverance, determination, and a huge commitment to my passion.  (more…)

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Leading the Way: TeeAra Dias builds bridges between Boston’s public school and community-based pre-K programs

Posted in Boston, Early educators, Federal, Pre-kindergarten, Professional development & preparation, Standards and curriculum on August 2, 2018| 1 Comment »

TeeAra Dias at a “Wonder of Learning” event held at Boston University / Wheelock College.

“Leading the Way,” is a series featuring the next generation of leaders in the field of early education and care.

When TeeAra Dias was 18 and working for Bright Horizons, a corporate child care provider, she asked herself a career question:

“Do I want to live in a birthday bear suit?”

Dias had been dressing up as a bear to provide entertainment at the children’s parties that were held at Bright Horizons.

She knew she had a passion for serving children. A Boston native, she had worked as one of the city’s summer youth employment “Red Shirts” at the Little People’s Playhouse in Roslindale. But was life in the bear suit satisfying enough?

To answer this question, Dias decided to get more education. She continued to work at Bright Horizons and attended Mt. Ida College where she met Eunice Perry, who ran Mt. Ida’s Longfellow Preschool Program.

Perry was “a mentor and really helped me better understand that early education was more than just playing with children, that I was actually a child’s first (more…)

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Next Generation MCAS released: Invest in kids earlier to level the playing field

Posted in Achievement gap, Dept. of Elementary and Secondary Education, Massachusetts Cities and Towns, Standards and curriculum on October 19, 2017| Leave a Comment »

Photo: Kate Samp for Strategies for Children

Yesterday, Massachusetts officials released the results of the new MCAS, “an updated version of the test that was given for the first time in spring 2017 to students in grades 3-8 in English language arts and mathematics,” according to a press release.

The results show some good news. But the new test also reveals how much work Massachusetts still has to do to help all of its students succeed.

The new version of the MCAS “was created with input from hundreds of teachers following a thorough review and update of the state’s curriculum frameworks. The next-generation MCAS establishes high expectations to better reflect whether students are on track for the next grade level and ultimately for college and a career.”

“In general, the new standards for Meeting Expectations are more rigorous than the standards for reaching the Proficient level on the legacy MCAS.”

“Spring 2017 is a baseline year for a new test in grades 3-8, and spring 2017 scores should not be compared to previous years’ scores.” (more…)

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Why K-12 should be thinking ‘Birth-3rd’

Posted in Dept. of Elementary and Secondary Education, Family child care, Federal, K-12, National, Pre-K to 3, Pre-kindergarten, Professional development & preparation, Standards and curriculum, Strategies for Children, tagged on September 29, 2016| 1 Comment »

Policy is changing for K-12 schools.

Photo: Alyssa Haywoode for Strategies for Children

Chris Martes, president and CEO of Strategies for Children. Photo: Alyssa Haywoode

Here in Massachusetts, districts and schools are unpacking newly released MCAS and PARCC scores and deciphering what these scores mean for learning and accountability. At the same time, Massachusetts is developing a next-generation MCAS that will be administered in the spring.

On the federal level, the “No Child Left Behind” law was reauthorized as the Every Student Succeeds Act (ESSA); and state officials are working on our plan for this new law.

All of this is activity is important, but K-12 can’t achieve the success we all want without integrating early learning.

Learning begins at birth; the research on this point is clear. Children need a strong early learning foundation and a range of supportive efforts that stretch through their first eight years, from birth to third grade.

Despite the proven power of early learning, there are very few government mandates to provide these early learning supports. This absence does, however, (more…)

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How Three States are Building P-3 Systems

Posted in Dept. of Early Education and Care, Dept. of Elementary and Secondary Education, Pre-K to 3, Standards and curriculum, tagged on September 20, 2016| 2 Comments »

Building State P-3 Systems

 

How can states build strong P-3 systems — the educational pipelines that start before birth and carry babies through to the third grade?

David Jacobson, a senior project director at the Education Development Center, tackles this question in a new report — “Building State P–3 Systems: Learning from Leading States” — that was recently released by the Center on Enhancing Early Learning Outcomes (CEELO).

The report looks at the P-3 (prenatal to third grade) work being done in “three case study states,” Massachusetts, Oregon, and Pennsylvania, which “were chosen based on their experience implementing P–3 state policies and developing significant grant programs to fund regional and local P–3 partnerships.”

“I think the biggest overall take-away is that there is a great deal states can do to improve quality and provide continuity for children throughout the first 8-9 years of children’s lives,” Jacobson told us in an email. “We are learning how to go about this through the lessons provided by these leading states.” (more…)

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Boston’s Preschools and What They Do Right

Posted in Boston, Curriculum, Developmentally appropriate practice, Early educators, Federal, Funding, Literacy, Pre-kindergarten, Science & math, Social-emotional development, Standards and curriculum, tagged on August 11, 2016| Leave a Comment »

Boston Public Schools preschool teacher Mary Bolt watches Jason DePina Jr., 5, draw a picture of Batman for his book about superheroes in the classroom’s writing section. Photo by Lillian Mongeau/Hechinger Report

Boston Public Schools preschool teacher Mary Bolt watches Jason DePina Jr., 5, draw a picture of Batman for his book about superheroes in the classroom’s writing section. Photo by Lillian Mongeau/Hechinger Report

A new article in the Atlantic (courtesy of the Hechinger Report) — “What Boston’s Preschools Get Right” — looks at how Boston is building high-quality programs — and how some cities are pushing ahead on pre-K even though state and federal governments are lagging behind.

At Dorchester’s Russell Elementary School, a day in a pre-K classroom “could be a primer on what high-quality preschool is supposed to look like,” the article says. “Children had free time to play with friends in a stimulating environment, received literacy instruction that pushed beyond comprehension to critical thinking and communication, and were introduced to complex mathematics concepts in age-appropriate ways. All three practices have been shown to go beyond increasing what children know to actually improving how well they learn in kindergarten and beyond.” (more…)

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Better Birth-to-Third-Grade Polices Could Boost Children’s Reading Skills

Posted in Achievement gap, Assessments, Curriculum, Dept. of Early Education and Care, Dept. of Elementary and Secondary Education, Early educators, Early Learning Challenge, English language learners, Federal, Full-day kindergarten, Funding, Higher Education, Infants and toddlers, Literacy, National, Pre-K to 3, Pre-kindergarten, Professional development & preparation, Reading proficiency, Research, Standards and curriculum on December 3, 2015| 1 Comment »

Photo: Micaela Bedell for Strategies for Children

Photo: Micaela Bedell for Strategies for Children

States face a persistent problem: Classrooms full of children who struggle to read.

“Only about one-third of all children attending school in the United States can read proficiently by fourth grade,” the New America foundation explains on its website. “The numbers are even more dismaying for our most vulnerable students. How can state policymakers lessen the achievement gap and improve literacy outcomes for all children?”

To find answers, New America has taken a look at all 50 states’ birth-to-third-grade policies.

The resulting report is a ranking of states called, “From Crawling to Walking: Ranking States on Birth- 3rd Grade Policies that Support Strong Readers.”

“Accompanying the research are interactive maps of state progress displayed via New America’s data visualization and policy analysis tool, Atlas.” This is an easy, graphic way to access findings for individual states. (more…)

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Science, Technology and Engineering Standards for Pre-K

Posted in Curriculum, Dept. of Early Education and Care, Dept. of Elementary and Secondary Education, Developmentally appropriate practice, Infants and toddlers, Pre-K to 3, Pre-kindergarten, Professional development & preparation, Science & math, Standards and curriculum on October 29, 2015| 1 Comment »

Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

The Department of Early Education and Care (EEC) wants to know what you think preschoolers should know about science, technology, and engineering.

EEC is requesting public feedback on its adoption of Pre-Kindergarten Science, Technology and Engineering Standards.

From studying the moon to understanding more about the earth’s rocks, soil, and water, these topics capitalize on children’s natural curiosity and excitement about how the world works – making the preschool years an ideal time to learn these lessons.

We blogged about the standards a couple of years ago when they were in draft stage. As we explained then, the standards cover “biology and the life sciences (plants and animals); earth and space science; and the physical sciences.” (more…)

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2015 MCAS Shows Stagnant Performance in Third Grade Reading

Posted in Assessments, Dept. of Elementary and Secondary Education, Early educators, Family engagement, Funding, Infants and toddlers, MA governor, MA Legislature, MA state budget, Pre-K to 3, Pre-kindergarten, Reading proficiency, Standards and curriculum, Strategies for Children on September 22, 2015| Leave a Comment »

Here’s Strategies for Children’s statement on yesterday’s release of state MCAS scores.

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In Massachusetts, only 60 percent of third graders are proficient readers, according to the 2015 MCAS results released yesterday. (PARCC results are preliminary and cannot be compared directly to MCAS.)

The Department of Elementary and Secondary Education notes that for third grade reading, despite a small increase over 2014, “scores have been essentially flat over the past six years.” 

Chris Martes, president and CEO of Strategies for Children, commented:

“We are glad to see third grade reading proficiency rates improve slightly, but are troubled by the slow pace of improvement and the fact that scores statewide have remained essentially stagnant since 2001.

To move the needle on this critical benchmark, the state must make larger investments in the birth-to-5 early childhood system. Despite recent state budget increases in early education, Massachusetts’ investment still trails pre-recession spending levels in this area.

Providing high-quality preschool for 3- and 4-year-olds, particularly those from low-income families and communities, would be a huge step in the right direction. The Legislature has the opportunity to do that this session, and we hope our lawmakers will pass a comprehensive pre-K expansion bill.

High-quality pre-K is, however, only one piece of the puzzle. Our community-based infant and toddler programs must be staffed by well-trained, well-compensated educators. In the K-3 grades, literacy curriculum, diagnostic assessments, and professional development must be examined closely and aligned with research-based best practices. Parent engagement and after school / out-of-school-time programming are also essential.

As Education Secretary James Peyser recently stated, “In pursuing our shared goals, we cannot afford to treat early education as an afterthought.”

 No matter what test the state adopts, MCAS, PARCC, or some other option, substantially more children will need to meet reading benchmarks by the end of third grade. The future economic prospects of our commonwealth depend on it.

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Throwback Thursday: A Look at Preschool Programs on Martha’s Vineyard and the Cape

Posted in Dept. of Early Education and Care, Pre-kindergarten, Science & math, Standards and curriculum, TBT on September 3, 2015| Leave a Comment »

Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

This blog was originally published on October 22, 2014. 

Earlier this month an article in the Vineyard Gazette – “First Step Is Big Step on Path of Education” – looked at preschool on Martha’s Vineyard.

“As a conversation unfolds in Massachusetts and around the country on the value of pre-kindergarten learning and whether it should be incorporated into public school education, interviews with early childhood educators on the Island reveals a similar conversation is quietly taking place here,” the article says.

Famous for being a summer vacation destination, the Vineyard faces familiar challenges in providing high-quality early education programs, including access, affordability, and serving English Language Learners.

“There are no comprehensive hard numbers on the preschool-aged population on the Vineyard, although it is known that the 10 preschools and 18 state-licensed day care facilities can accommodate up to 386 children on any given day,” according to the article. “The 2010 census found that there were 818 children under the age of six whose parents work. This would suggest that possibly there are more children needing preschool and day care than available spaces, although not all the schools and centers are fully enrolled.” (more…)

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