Early Childhood Preschool Program€¦ · Early Childhood Preschool Program Back to School Night September 22, 2016 Dorothy Heitjan, M.A., CCC/SLP, M.Ed. Welcome to the Barnes School

Early Childhood Preschool Program

Back to School Night

September 22, 2016Dorothy Heitjan, M.A., CCC/SLP, M.Ed

Welcome to the Barnes School

Family!

ECP STAFF

Classroom:

• Dorothy Heitjan: ECP Teacher/ SLP

• Vicki Horsley, AM/PM Teaching Assistant

• Terri Franzen, AM Teaching Assistant

Therapy:

• Speech-Language Pathology/SLP : Maria Deskins, Kelly Vess, Kristen

DeVooght

• Occupational Therapy/OT : Lisa Newbold

• Physical Therapy/PT : Noelle Beaudry, Karen Houting

Consulting:

• School Psychologists/Psych: Helen Landuyt, Marc Weaver

• School Social Worker/SSW: Pat Curtin

Volunteers:

• GP North Student Rotation/PM: Carmen Abdella, Bri Brooks, Jala Glaze

• Wednesday PM Volunteer: Peter Seymour

Target Points for this Evening

•Housekeeping Items

•Overview of our day

•Curriculum Content

•Behavior management

•Any other Questions???

Etc. •Roster –Please check and initial

•Distribution List –Please check and initial

•Fund Raiser- Due Monday!

•Field Trip-If paying by check, checks due by

Friday September 30, RSVP by October 7, all

forms and cash due by Wednesday October 12,

Trip is Friday October 14.

•Update Emergency Contacts: Anyone who could

possibly pick up your child needs to be listed!

2016-17Please see Barnes Calendar for all Important Dates!

• Picture Day-Tuesday Oct. 4

• Student Count Day-Wednesday Oct. 5

• Field Trip Friday Oct. 14 -Please return forms by Wed. Oct. 12

• Costume Day and Parade-Friday Oct. 28, Parents welcome to

watch, we parade at 9am and 1pm. Tips: Wear/bring a coat, wear

sweats underneath and tennis shoes because we’ll be taking

costumes off after parade, best to leave accessories at home!

• FYI Tips for Getting Ready for Kindergarten! Wednesday Nov. 2

@ 7pm at Miller Hall in Christ Church, 61 Grosse Pte. Blvd.

• November Conferences: Wednesday Evening Nov. 16 and

Thursday Nov. 17 All Day and Evening

• Holiday Gathering-Friday Dec. 23: All Students attend in the

A.M./No Classes in the PM.

Weekly Newsletter goes home

on Mondays!

Parent Lending Library

• Books on various informational topics

to sign out and return

• Love and Logic Resources Books and

CDs

Our Classroom Websitehttp://gpschools.schoolwires.net/Domain/1049

Contact Information

Dorothy Heitjan

[email protected]

313.432.5864

http://gpschools.schoolwires.net/Domain/1049

mailto:[email protected]

Reminder: No School Tomorrow

Friday Sept. 23, 2016Staff PLC Day

Our Day

Our Day: Every Moment Counts!

Learning takes place all day longThrough Direct and Indirect Teaching Experiences

Before coming into the room Build habits!

•Visit the Bathroom across the hall

•Always check backpack!

•Find child’s name on the wall

•Early Arrivals-- ALWAYS welcome to read or color at the table.

Bert and Ernie

Students and Parents are always welcome to quietly visit Bert and Ernie our school Guinea Pigs by the Barnes

Early Childhood School Office. However, please keep in mind the

office staff is working! The book/library area by the office is used

by the GPPS.

Opening

Activities

• Come into room

• Separate from parent or

caregiver

• Hang up belongings in

cubby

• Follow Directions to get

name card and go to the

table and join others

Key Learning Areas

• Affective/Intrapersonal-

• Regulating Emotions

• Social/Interpersonal-

• Develop Healthy

Relationships with others

• Language/Verbal-Linguistic

Michigan Standards of Quality for

Prekindergarten

Michigan Standards of Quality for Prekindergarten-

Key Early Learning Expectations & Areas

• Approaches to Learning-AFFECTIVE

• Social/Emotional-AFFECTIVE/SOCIAL

• Intellectual Development-COGNITVE

• Language and Literacy-LANGUAGE

• Creative Expression-AESTHETIC

• Physical Development and Health-PHYSICAL

• Math, Science-COGNITIVE, NATURE

• Social Studies-SOCIAL

• Technology-SOCIAL

Standards of Quality Correspond to

Developmental Domains &

Multiple Intelligences (Howard Gardner)

Developmental Domains

• Language

• Social

• Cognitive

• Physical

• Affective

• Aesthetic

Multiple Intelligences

• Verbal-Linguistic

• Interpersonal

• Logical-Mathematical

• Bodily-Kinesthetic

• Intrapersonal

• Musical, Naturalist, Spatial

Table Time Exploratory Play

Activities

• Puzzles

• Cube blocks and

Manipulatives

• Magnet boards with

magnetic pens

• Play Dough w/selected

tools, scissors, etc.

Key Learning Areas


• Cognitive/Logical-

Mathematical-Develop skills

of comparing and

classifying objects

• Spatial

• Interpersonal

Opening Large GroupActivities to Start the Day

or Week

• Greeting Ritual

• Content Area based on a

theme to integrate Social

Studies, Language Arts,

Fine Motor/Art, Science,

Math, and Technology

• Preparation for the

transition to centers

Key Learning Areas

• Social Studies



Mathematical

• Physical Large or Small

Motor Movement

Common Themes:

Relate to all Content Areas

• All About School

• All About Me/Body Awareness

• Pumpkins

• Apples

• Seasons and Weather

• Family

• Lights

• Gingerbread

• Peace, Diversity, and Love

• Nutrition

• Health

• Transportation

• Earth Day

• Plants

• Insects

• Animals

Social Studies

• Passage of Time

• Special Days

• Our School Environment

• People in our Environment

• Examples: Calendar, Class Books

A word about Holidays…

• Commonly celebrated holidays are only

presented in an Informational Factual

Manner

• Never assumed that everyone celebrates

or believes in any particular way

• Always open to those who would like to

share a holiday or tradition

Language Arts

Readiness and Writing

• Drawing, Coloring, Pre-Writing, Writing

Language and Literacy

• Phonological Awareness, Alphabet

Knowledge, Concepts About Print,

Comprehension, Oral Language

Examples: Nursery Rhymes, Songs, Handling

Books, Alphabet Activities, Looking at Print,

Discussing

Drawing/Coloring/Writing

•Grip

•Strokes

•Coloring

•Shapes

•Self Portrait/Mat Man

•Tracing/Writing Name-All capitals and in

Title Case

•Specific Letter Instruction starting with

Upper Case

Method for Learning Sounds & Letters

• Use F.A.S.T. Icons to teach Sounds

• Learn the letter that “spells” the sound.

• Handwriting Without Tears Method to

teach Letter Formation

• Learning Sequence based upon HWT

order starting with ease of formation

AM/PM Journals and Books

Done at School/Go Home in June

AM Class Sound Letter Journal

Finger tracing

Coloring

PM HWT Book

Coloring

Drawing Shapes

Letter Formation

A word about fine motor/art

activities…emphasis on process!

Learn do rather than making it look a certain way

Process vs. Product

…and yes, it can and does

get messy. We always wear

freshly laundered Art Shirts.

We learn about all the steps

in set up and clean up

putting materials on the

drying rack.

Math and Numbers

• Number and Operations: Counting

• Geometry: Shapes, Puzzles, Spatial Concepts

• Patterns and Algebra: Patterning

• Measurement and Time: Size and amount

• Data Representation: Organize Information, Graphing

Responses to Questions

Science

Selected Science Experiments

• “Sink/Float”

• “Balloon Experiment”

Science Center

• Discovery Tubes

• Specimens

Teachable Moments

• Finding a “Bug”

• Weather

Technology

• Children have access to the Technology/iPAD

center after they have completed the necessary

tasks-see signs.

• Explore/use various types of technology tools.

• Learn the mechanics of usage.

• Learn responsible handling of tech equipment.

• Learn concepts through interactive experiences

such as sorting and graphing.

• PM Star of the Day helps with Attendance duty.

Sample Unit/Body Awareness

•Songs

•Literature Selection

•Movement Activity

•Art Project

Information about Weekly Themes will be in the Weekly Newsletter.

Weekly Review Sheet so parents can reinforce concepts learned.

New Components

Skills Table Rotation

•Every day 2 students begin with a special pre-academic

ask at the red table, such as matching, sorting, counting,

etc.

Dual Purpose Areas

•Sensory Station

•Relaxation Station

•Technology Table

• Independent Work

Centers

Centers/Free Choice

• Provide opportunity for children to make

choices and to create his/her own plan.

• Children can work or play independently or

with peers.

• Provides many opportunities for Incidental

Learning.

• Children show increasing initiative and curiosity

about their work and play in all areas of the

curriculum.

Centers Time

Activity Centers• House

• Science/Social Studies

• Blocks

• Sand Box

• Water

• Easel

• Table

• Books

Key Learning Areas


• Cognitive/Logical-Mathematical

Skills

• Physical-Bodily/Kinesthetic, Spatial

• Social/Interpersonal &

Intrapersonal

• Naturalist

• Aesthetic/Musical: Children show

how they feel, what they think, and what

they are learning through experiences in

the visual arts and in instrumental/vocal

music.

Bathroom Break!

Bathroom Break!

Routine Components

• Interruption from centers

activity to visit the

bathroom

• Self Care

• Hygiene and safety

• Manipulating Clothing

• Hallway Behavior

• Blowing nose and

disposing of tissue

Key Learning Areas

• Affective/Intrapersonal

• Language/Verbal-

Linguistic

• Physical/Bodily-

Kinesthetic-Make age

appropriate healthy

choices in daily life.

• Social/Interpersonal

Hallway Transitions

Routine/Expectations

• Learn appropriate social

behaviors for school. (PBIS)

• Self control

• Learn about the school

environment.

• Learn about who works at

our school.

• Learn about the other

classrooms and students.

Key Learning Areas

• Social/Interpersonal: Children learn the

responsibilities of being a

member of a classroom and

school.


• Social/Spatial, Naturalist

• Social/Verbal-Linguistic

Purpose of Clean Up Time

• Learn responsible behavior-picking up

toys

• One Minute Warning is always given

• Take care of materials

• Clean up the room!

Clean Up Time!

Expectations

• Pick up and put toys

away

• Listen and follow

directions

• Take care of toys and

other items

• Work as a team with

peers

• Consequence: Toy Time

Out

Key Learning Areas

• Language/Verbal-

Linguistic Children grow in

capacity to use effective listening

skills and understand what is said

to them.



Snack Time

Routine

• Wash Hands

• Find Seat

• Open Napkin

• Read Snack Schedule*

• Nutritional Awareness

• Practice Polite Language

• Practice eating Safely

• Conversation

• Clean up

Key Learning Areas



Mathematical *Recognize

patterns in everyday life.

• Physical/Naturalist: Children

become aware of and begin to

develop nutritional habits that

contribute to good health.

Snack Schedule

Monday Tuesday Wednesday Thursday Friday

Quiet Centers Time

Routine/Expectations

• Work quietly at selected

areas while peers finish

snack.

• Self control

• Interact/share with peers.

• Problem Solve.

Key Learning Areas


• Language/Spatial Children

build visual thinking skills through

explorations with shape.



Mathematical

Final Carpet Activity

Show & Tell

Final Carpet Time and

Show and Tell Activities

• Transition Song

• Listen to a Story

• Show and Tell

• Transition to the Tables

Key Learning Areas

• Language/Verbal-Linguistic Children begin to understand written

language read to them from a variety

of materials. Children develop

positive attitudes about themselves

as literate beings—as readers,

writers, speakers, viewers, &

listeners.


Mathematical

• Aesthetic/Spatial

Final Table Activity

Routine/Activities

• Work at the table

• Put on coat/outerwear*

• Preparation for Dismissal

• Wait to be called

Key Learning Areas



• Aesthetic/Musical

• Physical/Bodily-Kinesthetic

*Use small muscles to improve a

variety of fine motor skills.


Magic Coat Trick

Hallway Transition

Children learn about safety when exiting the

classroom at dismissal.

Dismissal-Time to Go!

Other Opportunities for Students

Recess Options

--Outside Playground, Sensory Motor Room

• AM Class: Starts as small group rotation depending

upon our schedule

• PM Class: Whole Group Rotation, learn about safety

and rules prior to experience.

Traditional Specials Classes: Inclusive Opportunities

• Ms. TJ’s Yoga, Monthly Library/Story Time

Special “All School” Assemblies

• Assemblies: Animal

Presentations, Puppet

Shows, Movies,

Halloween Parade

• Can be interactive or

sit/watch

• Different Routine

• Strategies developed to

help all children

participate!

PM Class Expectation: Preparation for Kindergarten

• Expectation: More development with knowledge of routine, classroom jobs, self care,

independence with belongings

• More Maturity in all domain areas

• Walk down the hall in a line/whole group transitions

• Play expectations: Cooperative group/socio-dramatic

• Functional Emotional Developmental Capacities: Social Problem Solving, Creating

Ideas and Logical thinking

• Quicker pace of activities relative to morning

• Reintroduction of Academic Concepts

• Academics-Language Arts/Math/Science/Discovery/Handwriting

• Repeat familiar activities with higher level questions “when”, “why”, “how”

(Intuitive/Understanding Skills)

• Longer group times with complex material

• Teacher role differences at group times

• Whole group recess outside or in sensory motor room

• Alphabet Sound Cutting

• Handwriting Without Tears/Get Set for School Books

BEHAVIOR MANAGEMENT

Reminder… Stress for a

preschooler is…• Not getting the wanted

toy!

• Someone taking something away!

• Change in a routine

• Sensory Overload

• Fatigue

• Remember, children use the skills they possess and under stress, they often access their lowest skills!

Behavior Management

• Barnes PBIS• Love and Logic • Conscious Discipline

Barnes PBISBarnes PBIS Matrix

Posters Throughout the Building

Buddy School Mascot

Implementation

•Children Earn acknowledgement for safe, kind

and respectful choices “Buddy” Bucks

•Every week, a child from each class gets to take

the mini “Buddy” home.

Love and Logic Basic Principles

•Build self concept

•Enforceable Limits

•Consequences with Empathy

•Problem Solving

Conscious Discipline

• Conscious Discipline

• Brain Based Classroom Management

Program

• By Becky Bailey, Ph.D.

• Used as a foundation for teaching these

skills

Connection

• Relate consequences of child’s actions

directly to the Barnes School behavior

matrix

• You….that was…!

• Helpful Choices vs. Hurting Choices

Specific Classroom Strategies

• Make it visual and make it logical

• Green and Yellow Zone Boards

• Name card is the “Ticket” to the day.

• Refer to the Sand Timer, Clock, Schedule, Various Name Boards, PBIS Posters,

• Can’t Argue with a Sign! • “First A, then B”• The Rule says…• “Toy Time Out”

The Time Away Consequence

• ALWAYS IMPLEMENTED WITH THE INTENT TO TEACH!!!

• Unsafe and disruptive behaviors

• Settle body down, breathe

• Teaching time to problem solve, rehearse solution

• Scripting: “You may not….. …… hurts. When you want….. Say……”

• End on a positive note

• Problem Solving Opportunity/sheet that might go home.

Conscious Discipline 7 ComponentsEmphasis on Safety

• Composure

• Encouragement

• Assertiveness

• Choices

• Positive Intent

• Empathy

• Consequences

Composure

• No one can make you

angry without your

permission

• Understanding of Child’s

Temperament/Individual

Differences

• Adult Self Control and

Understanding

• “My job is to keep you

safe and your job is to

help me.”

Being the person you want others

to become

Encouragement • We all are in this

together

• We are a school family

• Everyone has a job

• Effective Praise “You___

so____. That was___ .”

• “You picked up the toy so John

could have a turn. That was kind.”

Building the School

Family

Assertiveness • What you focus on, you

get more of

• Clearly communicating to

children

• Commands vs. Requests

“Time to do…” instead of

“Do you want to…”

• Children must be taught

the exact words to use

Saying no and being hear: Setting

Limits respectfully

Choices • The only person you can

make change is yourself

• You can _________ or

_________.

• “Time to clean up. You can

start with blocks or cars.”

• Adult gives choice between

two positive or acceptable

options

Build Self Esteem and Willpower

Positive Intent • See the best in others

• Assume a positive intent

• You wanted the car, so

you grabbed it from

Susie. You may not

grab. Grabbing hurts.

When you want… say…

Creating Teaching Moments

Empathy • The moment is as it is

• You seem…

• Understand “Brain

Smart” Discipline

• “When children are

upset, your task is to act

like a mirror.”

Handling the fussing and fits

Consequences • Mistakes are

opportunities to learn

• Conflict can be an

opportunity to learn

• Natural Consequences

• Imposed Consequences-

The rule is…. If you do

x, then y happens…

Help children learn from their

mistakes

Home-School Communication

Please see Weekly Newsletter!

Weekly

Review Sheet

Home School Folder

Home-School Folder: Begins in mid-late

September, does not go home during

conference weeks, short weeks, vacation

weeks, etc. Vehicle for teacher/parent

communication.

Questions???

Thank you for coming tonight!

Let’s have a great year!

Documents

Early Childhood Preschool Program€¦ · Early Childhood Preschool Program Back to School Night September 22, 2016 Dorothy Heitjan, M.A., CCC/SLP, M.Ed. Welcome to the Barnes School