Motivated by evidence of the strong
relationship between school climate and reading proficiency, an innovative
public-private partnership is creating a model for the promotion of positive
learning climates in Atlanta’s early learning centers and elementary schools.
The Early Learning Climate Prototype
is funded by the David, Helen, and Marian Woodward Fund – Atlanta and
implemented by the Metropolitan Regional Educational Service Agency (MRESA), in partnership
with the Georgia Department of Education (GaDOE) and Bright
from the Start: Georgia Department of Early Care and Learning (DECAL).
It is a research-informed approach designed to teach teachers and staff how to
use Positive Behavioral Interventions & Supports (PBIS) to improve the
learning climate – an indicator significantly correlated with third-grade
reading outcomes.
Early Education Success through
Positive Learning Climates is the prototype for what is possible through a
safe, supportive, and positive Learning Climate—one of the four strategic
pillars of the Get Georgia Reading Campaign’s common agenda.
As adults, we can relate to how the climate—the “how we feel around
here”-- of our workplace affects our attitude, even our ability, to do our jobs
effectively. This is just as true for
students in the classroom and their ability to learn. Therefore, MRESA is thrilled to lead the
Early Learning Climate Prototype building upon the existing systems already in
place by our partners, to ensure that our youngest learners are provided with
the most positive learning climate possible,” said Leigh Ann Putman, Executive
Director of MRESA. “RESAs across Georgia
have always had strong partnerships with our K-12 school districts, and the
opportunity to work with early learning centers extends our reach so we can
help children be ready to learn from the minute they enter the classroom.”
Working with the University of South
Florida and renowned national leaders in both school-wide PBIS (implemented in
K-12 schools) and program-wide PBIS, the pyramid model (implemented in early
learning centers), the partners are creating a blended PBIS model tailored to
the developmental stages that children move through during their first eight
years. The prototype is focusing on two elementary schools and one “feeder”
early learning center within Atlanta Public Schools, DeKalb County Schools and
Fulton County Schools.
The participating sites include:
· Brookview Elementary (Fulton County
Schools)
·
Childcare Network #50 - Candler Road
(DeKalb County)
·
Deerwood Academy (Atlanta Public
Schools)
·
Ronald E. McNair Discovery Learning
Academy (DeKalb County Schools)
·
Seaborn Lee Elementary (Fulton County
Schools)
·
Sheltering Arms – Welcome All Road
(Fulton County)
·
Toney Elementary (DeKalb County
Schools)
·
Whitefoord Community Project, Inc.
(Atlanta City)
·
Whitefoord Elementary (Atlanta Public
Schools)
Over the last
two weeks, the childcare centers and schools participated in a three-day
leadership team training lead by GaDOE, DECAL and University of South Florida
staff. Leadership teams learned how to create and set universal expectations
and rules across environments, as well as the importance of teaching children
appropriate behavior through modeling and reinforcement.
“Positive school climate is enormously
important, and we see over and over again that climate impacts student
achievement,” State School Superintendent Richard
Woods said. “High-quality PBIS training and implementation is an
important step as Georgia’s schools work to address the issue of climate. I am
proud of these schools and early learning centers as they work to improve the
learning climate for students from the very start of their educational
experience.”
Particular
emphasis was placed on recognizing early learning as birth – 3rd
grade and the additional supports all children need throughout those crucial
years. Throughout next school year, teachers in these grades will also be
supported with additional social/emotional, developmentally appropriate
classroom strategies to help them keep their students calm, engaged, and safe
while learning in the classroom. At early ages, when students don't have
language or a fully developed vocabulary, their behavior becomes their
language.
"We are excited about the potential of this work to
promote alignment of programs and services for children birth to third
grade," Amy Jacobs, Commissioner, Bright from the Start: Georgia
Department of Early Care and Learning said.
Throughout
the year, childcare center and school teams will utilize data to track behavior
incidents and adjust strategies as needed to help children with self-regulation
skills and promote self-awareness.
Georgia is
one of only a few states pioneering the blended PBIS approach birth – third
grade and beyond. Therefore, these sites are uniquely poised to serve as
models throughout our state and perhaps the country showing how aligned
positive learning climates can ultimately affect child/student
engagement, teacher morale, and academic achievement.