Incremental growth matters!
As anyone who has been to a CLASS training can attest, we are all about incremental growth, resisting the urge to promise a “quick-fix.” But, it can be hard to resist the urge to promise overnight changes, even though many indications point to slow, steady improvement being more likely to lead to lasting change.
The growth of state adoption of Quality Rating Improvement Systems (QRIS) has been slowly increasing, as seen in the above map above showing the vast majority of states now having a statewide QRIS, and the remaining ones having QRIS based in their counties, localities, or regions, or are in the planning phase of QRIS adoption. Additionally, the territories Puerto Rico, Guam, and American Samoa are in the process of planning their QRIS, while the Virgin Islands’ QRIS is in the pilot phase.
Likewise, inclusion of the CLASS for either evaluation and/or professional development in QRIS is growing, too, with our new QRIS map (below):
You can see that this maps shows that:
Here are highlights of the changes since we created our first map in 2014:
In 2013, the state of Alaska allocated funds to manage the development and implementation of their QRIS, revising the original Alaska 2008 QRIS plan. Recently, as part of their three-year renewal grant requirements, teachers who are Alaska pre-elementary program grantees must participate in the MyTeachingPartner (MTP) Coaching Project. This is part of an overall effort to improve interactions between teachers and students. The CLASS is being used for both observation and professional development, specifically, MTP Coaching.
Lastly, and importantly, the new Head Start Program Performance Standards include in Sec. 1302.53 a requirement, with the exception of American Indian and Alaska Native programs, that a Head Start grantee must participate in its state or local QRIS, if
Please let us know how your state is implementing its QRIS and what support you need to ensure that effective interactions are recognized as a key characteristic of quality in all early childhood programs serving children from birth to grade 3 or beyond. Here’s a link to our map. We hope we can add your state in the growth pathway of CLASS adoption.
Nicole Hsu, research and pulbic policy intern at Teachstone, is a Bay Area native in her third year at UC Berkeley. She studies Cognitive Science and Disability Studies, and is passionate about supporting youth and improving the state of education through policy, research, and community engagement. Aside from her love for kids and education, Nicole enjoys eating ice cream, traveling, and learning French.
Okay, this is a slight change from our usual “What We’re Reading” posts. Instead of highlighting a particular article, we wanted to share an interesting application of research: this childcare cost calculator from the Center for American Progress. You can use it to estimate the impact of improving different parts of structural quality (the infrastructure that surrounds teaching, like teacher-child ratios, the physical space, and materials) on the cost of care.
A recently published issue brief by the Learning Policy Institute examines exactly what it would take to create cooperative early childhood education (ECE) policy change in California. The issue brief presents recommendations to California policymakers on how to improve early childhood education for all children. These recommendations are based on a previous report: Understanding California’s Early Care and Education System.
Everyone experiences stress in their daily lives. Some of it, like deadlines or first date nerves, are good stress. It propels you forward and helps you accomplish goals. Some stress, like the car in front of you slamming on the brakes, is acute, but temporary. But a more concerning type of stress that’s gained a lot of attention in the past few years is toxic stress, long-term, unrelenting exposure to stressful situations. In young children, this stress can alter the development of the brain, creating shortcuts to the parts of the brain that “turn on” stress responses and limiting connections to the parts of the brain responsible for learning and reasoning.
Social-emotional skills are key to student success. These skills include the ability to recognize and regulate emotions and behavior, take others’ perspectives, and make sound choices. Children who have good social-emotional skills have an easier time making friends and maintaining strong relationships with teachers and peers.