Director: Diane Badger

Grade Levels: Infant through Grade 6

Apple Tree Child Development Center

Annual Report

2006

Background

Apple Tree Child Development Center YMCA is located on the NW side of Muncie, IN. Muncie is a class 2 city with a population of approx. 70,000. In Delaware County, 5.9% of the population is under 5 years old (2000 Census).

Apple Tree is licensed by the State of Indiana and accredited by the National Association for the Education of Young Children.

Apple Tree serves 238 children between the ages of six weeks and ten years of age. The economic status of the families served range from poverty level to upper class. Vouchers and scholarships are available for families in need.

The children are served by 28 full-time lead and associate teachers, as well as 25 part-time assistant teachers, in the thirteen on site classrooms designed for Infants, Toddlers, 2 Year Olds, 3-5 Multi-Age, and Full Day Kdg. A Before and After School program is also provided on site. We also offer an after school program at Liberty Perry Schools and a before & after program at Del-Com Schools. We have two full-time and three part-time support staff who work with three full-time and one part-time administrative staff.

We had 8 student teachers enrolled at Apple Tree during spring 2006, and we currently have 5 for summer 2006.

PDS Functions and Goals

Teacher Preparation

2005-2006 Goal:
To develop exemplary professional preparation of preservice teachers by:

1. Designing a guide for all parties involved in the student teaching experience (i.e., a detailed description of the roles and responsibilities of the candidate, the classroom supervisor, the university supervisor, the adjunct faculty, the early childhood specialist, and the director).
   
   Note: The roles and responsibilities of the master teacher, adjunct faculty, early childhood curriculum specialist, and director were defined, as they relate to student teachers.
   
   
2. Creating an 8-week (19-hour) administrative seminar for the student teachers focusing on the roles and responsibilities of the administrative staff. (Note: BSU early childhood graduates meet state qualifications to be hired as a director but often lack any formal coursework or internship.) Seminars will be conducted by the adjunct faculty, director, curriculum specialist, and other staff personnel. Issues related to accreditation, licensing, budget, curriculum, personnel, food service, and transportation will be addressed.
   
   Note: Eight student teachers participated in the spring semester; five are attending this summer.
   
   
3. Providing student teachers with a Resource Guide to welcome and equip them with essential resources, information, and regulations necessary for a positive experience (NEW PROJECT).
   
   Note: This manual included a copy of the State Regulations, the YMCA Employee Handbook, the Apple Tree Family Handbook, the Apple Tree Crises Guide, Forms Used, and Publicity.
   
   
4. Providing a tool for student teachers related to positive child guidance (NEW PROJECT). This brief guidebook will inform preservice teachers, new classroom teachers, parents, and others about the basic principles of child guidance. It is co-authored by Donna Williams, BSU, and Vicky Brown-Pugsley, Apple Tree.
   
   Note: The National Association for the Education of Young Children has already responded very favorably to a letter of inquiry, Table of Contents, Introduction., Chapters 1-4. The final draft will be submitted summer 2006.

2006-2007 Goal:

To develop exemplary professional preparation of preservice teachers by:

1. Creating an 8-week (19-hour) administrative seminar for the student teachers focusing on the roles and responsibilities of the administrative staff. Seminars will be conducted by the adjunct faculty, director, curriculum specialist, and other staff personnel. Issues related to accreditation, licensing, budget, curriculum, personnel, food service, and transportation will be addressed.
   
   Note: This project will continue.
   
   
2. Providing a tool for student teachers related to positive child guidance. This brief guidebook will inform preservice teachers, new classroom teachers, parents, and others about the basic principles of child guidance. It is co-authored by Donna Williams, BSU, and Vicky Brown-Pugsley, Apple Tree.
   
   Note: The National Association for the Education of Young Children has already responded very favorably to a letter of inquiry, Table of Contents, Introduction., Chapters 1-4. The final draft will be submitted summer 2006.

Staff Development

2005-2006 Goal:

To stimulate and facilitate exemplary professional development of teachers by:

1. Improving the integration of scientific inquiry in the classroom.
   
   Note: This goal will be addressed in 2006-2007.
   
   
2. Using technology to foster family partnerships.
   
   Note: This goal was replaced by the Authentic Assessment and Digital Portfolio project described under Student Learning (2005-2006 Goal 1).
   
   
3. Enrolling all potential classroom supervisors in the BSU Student Teaching Rubric Training
   
   Note: All classroom supervisors participated in training.
   
   
4. Fostering leadership among teachers and staff.
   
   Note: Please see attached list of outside leadership opportunities.
   
   
5. Requiring the registration of majority of teachers for the annual BSU Early Childhood Conference
   
   Note: Apple Tree staff attended the BSU Early Childhood Conference.
   
   
6. Committing to participate in the research projects described below and to subsequently train others.
   
   Note: The Apple Tree staff continued to participate enthusiastically in all research projects described under Research (2005-2006 Goal).
   
   
7. Providing a tool for staff development related to positive child guidance (NEW PROJECT). This brief guidebook will inform preservice teachers, new classroom teachers, parents, and others about the basic principles of child guidance. It is co-authored by Donna Williams, BSU, and Vicky Brown-Pugsley, Apple Tree.
   
   Note: The National Association for the Education of Young Children has already responded very favorably to a letter of inquiry, Table of Contents, Introduction., Chapters 1-4. The final draft will be submitted summer 2006.

2006-2007 Goal:

To stimulate and facilitate exemplary professional development of teachers by:

1. Improving the integration of scientific inquiry in the classroom.
   
   Note: The site council will design and initiate the research project with Dr. Shireen Desouza, Biology (see Research 2006-2007 Goal 1).
   
   
2. Fostering leadership among teachers and staff.
   
   Note: Apple Tree teachers and staff will continue to seek opportunities for local, state, and national leadership.
   
   
3. Requiring the registration of majority of teachers for the annual BSU Early Childhood Conference
   
   Note: Apple Tree teachers and staff will continue to attend the BSU Early Childhood Conference.
   
   
4. Committing to participate in the research projects described below and to subsequently train others.
   
   Note: The Apple Tree staff will continue to participate in all research projects.
   
   
5. Providing a tool for new classroom teachers related to positive child guidance.
   This brief guidebook will inform preservice teachers, new classroom teachers, parents, and others about the basic principles of child guidance. It is co-authored by Donna Williams, BSU, and Vicky Brown-Pugsley, Apple Tree.
   
   Note: The National Association for the Education of Young Children has already responded very favorably to our letter of inquiry, Table of Contents, Introduction., Chapters 1-4. The final draft will be submitted summer 2006.
   
   
6. Conducting an action research project documenting the process of initiating a Continuity of Care program with the infants and toddlers. The results will be used in staff development to inform teachers concerning best practice for infants and toddlers.
   
   Note: Data is now complete; the companion manuscript will be submitted for possible publication summer 2006 (see Research 2006-2007 Goal 3).
   
   
7. Conducting a follow-up action research project based on the original Continuity of Care II project. We are looking into the particular transitions of children from Continuity of Care classrooms into larger multiage 3-5 rooms. The results will be used in staff development to review/revise transition procedures and to inform teachers concerning best practice for infants and toddlers.
   
   Note: Design study and gather data (see Research 2006-2007 Goal 4).
   
   
8. Designing center-wide procedures to foster a child's positive transition to a new class.
   This is a new action research project where input from teachers and parents at Apple Tree will be gathered to inform the design of center-wide guidelines for ensuring smooth transitions for children entering the center, as well as for those transitioning within the center. This is co-authored by Kristie Spiers-Neumeister and Kathryn Fletcher, Ed Psych.
   
   Note: Collect and analyze data (see Research 2006-2007 Goal 5).
   
   
9. Conducting an action research project that will address the need for center-wide guidelines for authentic assessment of young children. The results of this project will inform practice and support staff development. This is co-authored by Kristie Spiers-Neumeister and Kathryn Fletcher, Ed Psych.
   
   Note: Conduct numerous staff development sessions, including faculty from Educational Psychology, as well as a noted outside consultant (see Research 2006-2007 Goal 6).

Research

2005-2006 Goal:

To initiate scholarly research and inquiry by:

1. Conducting an action research project documenting the process of integrating scientific inquiry in the classroom. (Note: The project will focus on the reluctant adult learner and reshaping negative perceptions about science; student learning; and collaboration among PDS sites.)
   
   Note: This project was postponed until 2006-2007.
   
   
2. Conducting an action research project documenting the process of initiating a Continuity of Care program with the infants and toddlers. (Note: This is presently a pilot program being observed by the state of Indiana as it relates to the state regulations and alternative programming.) Issues related to teacher attitude, space, environment, documentation, health, safety, curriculum, classroom management, etc. are being documented in regular interviews with the teacher and curriculum specialist at Apple Tree.
   
   Note: We continued to collect data through spring 2006. The data was analyzed, and a draft manuscript was reviewed by all participants. The final draft will be submitted for possible publication summer 2006.
   
   
3. Conducting a research project on the effectiveness of the Administrative Seminar.
   
   Note: Due to the small number of student teachers each year, data collection will continue through 2006-2007.
   
   
4. Conducting a research project "How Does Continuity of Care Influence Family Partnerships? Perspectives from the Parents and Teachers."
   
   Note: This project was replaced with a new project "Continuity of Care II" to begin 2006-2007.
   
   
5. Designing center-wide procedures to foster a child's positive transition to a new class. The adjunct faculty will then gather input from the staff and families concerning the creation of a center-wide plan for transitions. The adjunct faculty will then present a proposal to the director, curriculum specialist, and faculty liaison for further consideration and subsequent implementation.
   
   Note: Focus groups were conducted with staff concerning strategies for facilitating smooth transitions for young children. This project will continue next year.

2006-2007 Goal:

To initiate scholarly research and inquiry by:

1. Conducting an action research project documenting the process of integrating scientific inquiry in the classroom. (Note: The project will focus on the reluctant adult learner and reshaping negative perceptions about science; student learning; and collaboration among PDS sites.)
   
   Note: This project will be addressed in 2006-2007.
   
   Session I:               Pre-Survey of Teacher's Perceptions of Teaching Science
                                Observations of children's interaction with science
                                Observations of children's understanding of a particular
                                science concept (determined by the teacher)
                                An introduction to Reggio Emilia
   Session II:              The Role of the Child in the Co-construction of
                                Knowledge
                                The Hundred Languages of Children
   Session III:             The Role of the Teacher
                                Space, Emergent Curriculum, the Projectzione, Obser-
                                vation, Documentation, Interpretation, Planning
   Session IV:             The Role of the Parent
   Session V:              Demonstrations
   Session VI:             Discussion and Reflections
                                Post-Survey of Teacher's Perceptions of Teaching 
                                Science 
                                Follow-up observations of children's interaction with
                                science 
                                Follow-up observations of children's understanding of a
                                particular science concept
   
   
2. Conducting a research project on the effectiveness of the Administrative Seminar.
   
   Note: Student teachers are only available spring and summer semesters; therefore, we will extend the project to include student teachers in summer 2006, spring 2007, and summer 2007 (see Research 2006-2007 Goal 2).
   
   Summer 2006        Conclude 2^nd year data collection
                               Pre survey student teachers
                               Conduct seminars
                               Post survey student teachers
   Fall 2006               (No student teachers available)
                               Prepare literature review
   Spring 2006           Commence 3^rd year data collection
                               Pre survey student teachers
                               Conduct seminars
                               Post survey student teachers
   Summer 2007        Conclude data collection
                               Pre survey student teachers
                               Conduct seminars
                               Post survey student teachers
   Fall 2007               Analyze data
   Spring 2007           Submit manuscript.
   
   
3. Conducting an action research project documenting the process of initiating a Continuity of Care program with the infants and toddlers. (Note: This is presently a pilot program being observed by the state of Indiana as it relates to the state regulations and alternative programming.) Issues related to teacher attitude, space, environment, documentation, health, safety, curriculum, classroom management, etc. are being documented in regular interviews with the teacher and curriculum specialist at Apple Tree.
   
   Note: Data is now complete; the companion manuscript will be submitted for publication summer 2006.
   
   
4. Conducting a follow-up action research project based on the original Continuity of Care II project. We are looking into the particular transitions of children from Continuity of Care classrooms into larger multiage 3-5 rooms.
   
   Note: Design study and gather data.
   
   
5. Designing center-wide procedures to foster a child's positive transition to a new class. This is a new action research project where input from teachers and parents at Apple Tree will be gathered to inform the design of center-wide guidelines for ensuring smooth transitions for children entering the center, as well as for those transitioning within the center. This is co-authored by Kristie Spiers-Neumeister and Kathryn Fletcher, Ed Psych.
   
   2006-2007           Pre-survey parents
                              Design center-wide strategies for ensuring smooth 
                              transitions changes
                              Post survey parents
                              Conduct focus groups with teachers re: implementation
                              of changes
                              Analyze data
   Fall 2007             Submit manuscript.
   
   
6. Conducting an action research project that will address the need for center-wide guidelines for authentic assessment of young children. This is co-authored by Kristie Spiers-Neumeister and Kathryn Fletcher, Ed Psych.
   
   May
   
   Vicky will collect 2 copies of random portfolios and goal sheets from each teacher. A digital copy will be made of each to provide baseline information prior to instruction.
   
   On May 17 and May 24, Drs. Fletcher and Huffman, BSU Ed. Psych, will conduct two evenings of staff development, for ALL staff, covering developmental milestones, developmentally appropriate and authentic assessment techniques, observations, and documentation strategies. Focused Portfolios will be used as a guide for the entire project.
   
   June
   
   A pre-survey will be administered prior to the first session. On June 17, Gaye Gronlund, author of Focused Portfolios and Make Early Learning Standards Come Alive will conduct an all-day, on-site, Saturday session for staff development.
   
   July
   
   Vicky and Becky will design a classroom observation tool to be used as they visit each classroom. They will also provide one-on-one support as needed.
   
   Fall 2006
   
   Sherry, Linda, and Emory will conduct staff development with on digital documentation and the Focused Portfolios software.
   
   Each teacher will select one child and will practice creating a digital portfolio. Individual consulting will continue throughout the project.
   
   Brownbag luncheons will be scheduled on Wednesdays, with Sherry, Becky, Emory, and Lynn to support the teachers with the technology and authentic assessment components.
   
   Two portfolios will be collected from each teacher.
   
   Spring 2007
   
   Implications for further research:
   - The impact of authentic assessment and digital portfolios on family conferences
   - The impact of authentic assessment and digital portfolios on the construction of curriculum
   - Using parents' perceptions of development as a baseline for authentic assessment
   - The impact of authentic assessment on differentiated instruction, with a particular focus on children with high abilities

Student Learning

2005-2006 Goal:
To promote and document student learning by:

1. Designing and implementing a center-wide comprehensive program of authentic assessment of children. (Note: This will ensure a consistent understanding and implementation of authentic assessment strategies with all teachers.) Staff development sessions will be conducted by the faculty liaison, adjunct faculty, director, and/or curriculum specialist introducing the theories and strategies of authentic assessment.
   
   Note:
   - In January 2006, designed the project.
   - In February 2006, funded the project with contributions from YMCA and PDS.
   - In March 2006, introduced the project at a staff development meeting.
   - In April 2006, Dana Sinclair, CCRR Inclusion Specialist (trainer for 8 counties), will be invited to provide a general overview of authentic assessment; she will also conduct routine assessment training, based on Focused Portfolios for new hires and offer ongoing support.
   
   This project will continue next year.
   
   
2. Document student learning in the science research project. This documentation is related to the research project described in Research (2005-2006 Goal 1).
   
   - Observations of children's interaction with science
   - Observations of children's understanding of a particular science concept (determined by the teacher)
   - Follow-up observations of children's interaction with science
   - Follow-up observations of children's understanding of a particular science concept
   
   Note: This project was postponed until next year.

2006-2007 Goal:

To promote and document student learning by:

1. Document student learning in the science research project. This documentation is related to the research project described in Research 2006-2007 Goal 1.
   
   Note: This project will be addressed upon the completion of Research 2006-2007 Goal 1.
   
   - Observations of children's interaction with science
   - Observations of children's understanding of a particular science concept (determined by the teacher)
   - Follow-up observations of children's interaction with science
   - Follow-up observations of children's understanding of a particular science concept
   
   
2. Conducting an action research project on the Continuity of Care will contribute to the definition of best practice and support children's development.
   
   Note: See Research 2006-2007 Goal 3.
   
   
3. Conducting an action research project looking into the particular transitions of children from Continuity of Care II classrooms into larger multiage 3-5 rooms will contribute to the definition of best practice and support children's development.
   
   Note: See Research 2006-2007 Goal 4.
   
   
4. Designing center-wide procedures to foster a child's positive transition to a new class. This is a new action research project where input from teachers and parents at Apple Tree will be gathered to inform the design of center-wide guidelines for ensuring smooth transitions for children entering the center, as well as for those transitioning within the center. This is co-authored by Kristie Spiers-Neumeister and Kathryn Fletcher, Ed Psych.
   
   Note: Collect and analyze data. See Research 2006-2007 Goal 5.
   
   
5. Conducting an action research project that will address the need for center-wide guidelines for authentic assessment of young children. The results of this project will inform practice and support staff development. This is co-authored by Kristie Spiers-Neumeister and Kathryn Fletcher, Ed Psych.
   
   Note: Conduct numerous staff development sessions, including faculty from Educational Psychology, as well as a noted outside consultant. See Research 2006-2007 Goal 6.