Embed Size (px)
Citation preview
1
Program of Excellence Guidelines
Voluntary Prekindergarten (VPK) Program
2012-2013
Miami-Dade County Public Schools
Office of Early Childhood Programs
1501 Northeast 2nd Avenue Suite 234
Miami, FL 33132
School Readiness
2
Miami-Dade County Public Schools
The School Board of Miami-Dade County, Florida
Ms. Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice-Chair
Dr. Dorothy Bendross-Mindingall
Mr. Carlos L. Curbelo
Mr. Renier Diaz de la Portilla
Dr. Wilbert “Tee” Holloway
Dr. Martin Karp
Dr. Marta Pérez
Ms. Raquel A. Regalado
Mr. Jude Bruno
Student Advisor
Mr. Alberto M. Carvalho
Superintendent of Schools
Dr. Nikolai Vitti Chief Academic Officer
Office of Academics and Transformation
Dr. Marisel Elías-Miranda Administrative Director
Office of Early Childhood Programs
3
PREFACE
This handbook was developed for Voluntary PreKindergarten (VPK) programs that serve children throughout the Miami-Dade County Public School (M-DCPS) district. Each member of the faculty and support staff who works with prekindergarten children should become familiar with the contents of this handbook and follow the guidelines provided within. This handbook is dedicated to young children, their families, and the professionals who work with them. Research has shown there is much to gain from providing a comprehensive, developmentally appropriate education program for prekindergarten children. When a developmentally effective program is provided to children at an early age, it is possible to increase their potential for growth and independence. For children at risk of school failure, a high quality prekindergarten experience may significantly reduce the negative impact of their at-risk situation.
4
TABLE OF CONTENTS Vision/Mission/Core Values...........................................................................................................7
Florida Voluntary Prekindergarten Education Program ................................................................8
Description of a Challenging Curriculum and Pedagogy ..............................................................9
Florida Early Learning and Developmental Standards for Four Year .........................................10
Access to the Curriculum. ...........................................................................................................12
Miami-Dade County Public Schools Prekindergarten Curricula .................................................13
Houghton Mifflin Harcourt
High/Scope
Assessments...............................................................................................................................15
Prekindergarten Screenings .......................................................................................................17
VPK Instructional Personnel ......................................................................................................18
Program Quality Rating System .................................................................................................19
Prekindergarten Computer–Assisted Instruction ........................................................................19
Typical Behaviors of Prekindergarten Students ........................................................................20
Intervention Strategies for Positive Behavior Management …....................................................20
Child Management Checklist.......................................................................................................21
Pyramid Model……………. .........................................................................................................24
Early Interventions……….. .........................................................................................................25
5
Response to Intervention (RtI) Models and Referrals……………………………....……...…..…..25
Parent/Family Involvement .........................................................................................................28
Parent-Teacher Conferences Timeline...……………..................................................................28
Parent Meeting/Transition to Kindergarten ................................................................................28
VPK Parent Options....................................................................................................................29
VPK Registration Requirements.................................................................................................30
VPK Student Selection Process in M-DCPS...............................................................................31
VPK Enrollment and Attendance Procedures ............................................................................33
VPK Attendance and Early Learning Coalition of Miami-Dade/Monroe Monitoring ...................34
Daily Routine Curriculum Components ......................................................................................36
Standard Daily Routine ..............................................................................................................39
Staff Development and Instructional Support .............................................................................40
Code of Ethics……………………………………………………………………………………..…….42
Appendices
Appendix A: VPK Sample Learning Lessons…………………………………................................46
Appendix B: HMH Classroom Materials and Resources……………………................................49
Appendix C: HMH Pre-K Components…………………..……………………................................50
Appendix D: HMH Pre-K Correlated to the Florida Standards……………..................................51
6
Appendix E: High/Scope Preschool Wheel of Learning..............................................................66
Appendix F: Sample Classroom Design………….......................................................................67
Appendix G: Sample Materials List for a High/Scope Classroom...............................................68
Appendix H: VPK Sample Daily Lesson Plan..............................................................................71
Appendix I: HMH Pre-K Early Growth Indicators Benchmark Assessment (EGIBA)...................75
Appendix J: VPK Anecdotal Note Form…………………………………………………………..….76
Appendix K: Summary of VPK Accomplishments ………………………………..........................78
Appendix L: 2012-2013 VPK Yearly Calendar of Important Dates for Teachers…….................79
Appendix M: Strategies for ELL Prekindergarten Students.........................................................80
Appendix N: 2012-13 Instructional Staff Survey..........................................................................81
Appendix O: Instructions for Printing Monthly Student Attendance Records..............................82
7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Office of Early Childhood Programs
V I S I O N The Office of Early Childhood Programs is committed to providing high-quality comprehensive services and programs to prepare young children for life-long learning.
M I S S I O N
The mission of the Office of Early Childhood Programs is to provide curriculum leadership and instructional support that enables young children and their families to participate in high-quality, developmentally effective programs.
C O R E V A L U E S
◊ Respect the worth and dignity of children as members of the family, the school, neighborhood, and global community.
◊ Recognize that all children are capable and competent learners. ◊ Assist parent(s)/guardian(s) in understanding their role(s) as the child’s first
teacher. ◊ Advocate for developmentally appropriate and instructionally effective programs to meet
the needs of all children. ◊ Recognize the value of children’s diverse cultures and their physical, intellectual, social and
emotional needs. ◊ Provide research-based, high-quality, comprehensive and continuous professional
development to educators of young children.
8
Florida’s Voluntary Prekindergarten Education Program
Background The Florida state constitution was amended in 2004 to include Section 1(b), Article IX. The amendment mandates:
Every four year old child in Florida shall be provided by the State a high quality prekindergarten learning opportunity in the form of an early childhood development and education program which shall be voluntary, high quality, free, and delivered according to professionally accepted standards. An early childhood development and education program means an organized program designed to address and enhance each child’s ability to make age appropriate progress in an appropriate range of settings in the development of language and cognitive capabilities and emotional, social, regulatory and moral capacities through education in basic skills and such other skills as the Legislature may determine to be appropriate.
Program Description Voluntary Prekindergarten (VPK) is a legislatively authorized program designed to prepare every four-year-old in Florida for kindergarten and build the foundation for their educational success. All eligible four-year-olds are entitled to participate in one of the VPK program options. The VPK program provides each child with a high quality educational experience that includes high literacy standards, accountability, appropriate curricula, substantial instructional periods, manageable class sizes, a certified teacher and a highly qualified paraprofessional. Miami-Dade County Public Schools (M-DCPS) offers the VPK Core Instructional Day from 8:20 a.m. to 11:20 a.m. The Prekindergarten Enrichment program extends the instructional day until 1:50 p.m. through Title I funds or parent fees. Enrollment is based on a maximum class size of 20 students in the school year program, maintaining a ratio of 1 adult per 10 students at all times. The maximum class size for the Summer Program is 10 students, maintaining a ratio of 1 adult per 10 students at all times. Developmentally Appropriate Curriculum Section 1002.67, F.S., requires that all curricula used in VPK classrooms must be developmentally appropriate, be designed to prepare a student for early literacy, enhance the age-appropriate progress of children in attaining the VPK Education Standards, and prepare children to be ready for kindergarten based upon the statewide kindergarten screening of the Florida Kindergarten Readiness Screening (FLKRS). A developmentally appropriate curriculum should be appropriate for four-year-olds and flexible enough to modify for individual four-year-olds who have skills at either end of a developmental continuum. A curriculum is defined by the State Board of Education as a set of written materials that:
Is replicable
Addresses the use of materials, scheduling, arranging the environment, and interaction between children and adults either separately or in combination
Includes more than activity suggestions and more than theory and pedagogy
Is aligned with the Standards for Four-Year-Olds
Is aligned with scientifically based research
9
Description of a Challenging Curriculum and Pedagogy
Comprehensive A comprehensive curriculum is one that contains a mix of instruction and practice activities to build strong skills in each of the five domains of the Standards for Four-Year-Olds. The curriculum must provide explicit, systematic instruction, assessment and intervention that leads to children’s growing proficiency at each stage of skill development. Frequent practice activities and games must be provided within the curriculum to attain mastery of each of the Standards for Four-Year-Olds. Activities should include options for children of disparate abilities and backgrounds, providing instructors with alternatives to teach all children the required skills and content. The overall instructional design should include the following:
A clear roadmap or blueprint for instructors to get an overall picture of the program (i.e. a scope and sequence)
Clearly stated goals and objectives
Resources to help the instructor understand the rationale for the instructional approach and strategies utilized in the program (i.e. explanations in the instructor manuals, references, articles, reliable websites)
A coherent instructional design Explicit instruction in the particular skill area
Consistently systematic and intentional instruction
A logical organization to the materials so that it’s clear how the curriculum proceeds over the course of the program (day, week, month, year)
Consistent “instructor friendly” instructional routines
Student materials aligned with the Standards for Four-Year- Olds
Examples of constructive feedback
Scaffolding with specific instructions
Differentiated instruction
Guidelines and materials for flexible grouping
Enrichment activities for advance children
Guidelines for use with diverse populations such as English Language Learners (ELL) and Students with Disabilities
Components that foster intrinsic motivation in children (Approaches to Learning Domain) Ample opportunities for practice
10
Integration The VPK curriculum must be authentic and support and reinforce Florida’s Standards for Four- Year-Olds in other subject areas. Research emphasizes the importance of connecting classroom learning to real-life situations which is accomplished most effectively when children are able to move seamlessly from one activity to the next. Alignment with Florida’s Standards for Four-Year-Olds (2011) Section 1002.67, F.S., requires the Florida Department of Education to develop and adopt performance standards for children in the VPK program that addresses emergent literacy, oral communication skills, knowledge of print and letters, phonemic and phonological awareness, and vocabulary and comprehension development. The Voluntary Prekindergarten (VPK) Education Standards were initially adopted by the State Board of Education (SBE) in 2002 and revised in 2005, 2008, and 2011. Presently, the Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) establish one set of performance standards for Florida’s four year olds in School Readiness and VPK Programs. They are also aligned with the kindergarten Next Generation Sunshine State Standards and Common Core State Standards, and prepare children for kindergarten. Please refer to the Houghton-Mifflin Harcourt Brace Pre-K Correlation with the Florida Early Learning and Developmental Standards for Four-Year-Olds on the Office of Early Childhood Programs website at http://earlychildhood.dadeschools.net
Florida Early Learning and Developmental Standards for Four Year Olds
The Florida Early Learning and Developmental Standards for Four Year Olds are grouped around these five domains (See Appendix A):
I. Physical Development
II. Social and Emotional Development
III. Approaches to Learning
IV. Language, Communication, and Emergent Literacy
V. Cognitive Development and General Knowledge
Physical Health There are two primary themes or components of physical health for four-year-old children. The first component is physical health across all body systems. The status and support of nutritional, physical, dental, auditory, and visual health are included in this component. This component is demonstrated when children follow basic health and safety rules and habits such as making good food choices, participating in physical activities, and performing self-care tasks independently.
Approaches to Learning The development of a child’s approach to learning is highly dependent on the quality and quantity of interactions with supportive adults. For this reason, it is essential that instructors who observe and assess learning styles, provide a well-designed learning environment, plan a variety of challenging activities, encourage children and ask questions to scaffold group, and provide individual learning opportunities to help children develop positive approaches to learning. Four-year-old children learn best when eagerness, curiosity, persistence, creativity, inventiveness, and planning and reflection are encouraged and supported across all domains of development.
11
Social and Emotional Development Social and emotional readiness is critical to a child’s successful kindergarten transition, early school success, and even future well-being. Studies indicate that young children who are able to understand and express their own feelings, understand the viewpoint and feelings of others, cooperate with peers and adults, and resolve conflicts are more likely to be successful in school. These skills appear to be rooted in relationships with adults. Relationships guide how young children learn about themselves, others, and the world. Children who developed positive relationships with adults are secure, confident, and can master new learning challenges. Positive relationships with adults set the stage for learning as children want to interact with, convey their thoughts and ideas to, understand the feelings of, cooperate with, and model the actions of the adults who care for them. Positive relationships with adults also lead to positive relationships with peers. Four-year-old children are developing important interpersonal skills. They are learning how to join, question, and listen to their peers and adults. They construct knowledge by interacting with others and their environment, and they learn how to interact successfully with a variety of people and in different settings and circumstances. Language and Communication Prekindergarten children’s language and communication develops in five primary areas. Listening or receptive language is demonstrated by the way a child verbally and behaviorally responds to oral communication. Speaking or expressive language refers to the child’s own skill at clearly expressing him or herself in words. Vocabulary development includes an extensive expansion in the words that a child understands, especially words related to a growing knowledge of the world and the ways that people describe objects and actions, as well as substantial growth in the words children use in their own verbal expression. Children’s development in the area of sentences and structure is expanded as they use more complete sentences and demonstrate growing mastery of correct structure in the way they arrange words used to communicate. Conversation skills include how to initiate, participate appropriately, and modify speaking patterns for different contexts and settings. Additionally, participation in a VPK program allows children to learn the language of school, including vocabulary, sentence structure, and content that is a key part of the educational experience in the United States. Emergent Literacy Emergent literacy includes two components, emergent reading and emergent writing. Both reflect the development of the knowledge and conceptual understanding of skills that form the basis for later reading and writing. Emergent reading includes showing motivation for reading demonstrated by interest in being read to and told what written words mean, and development in appropriate use of books and other printed materials. Children also develop age-appropriate phonological awareness which demonstrated by their growing capacity to recognize that words are made up of smaller units of sounds, understanding that they can blend sounds together to form words, or break words apart into smaller pieces. Alphabetic knowledge refers to children’s growing recognition of and ability to name the letters and the sounds they make. As children are growing in their ability to comprehend spoken language, they also are developing their understanding of text read aloud as demonstrated by their accurate reenactment or retelling of stories read to them, and by their ability to ask and answer factual and abstract questions about the text. These oral language skills emerge with adult support as children who are four-years-old typically are not reading text.
12
In emergent writing, children develop motivation for written expression and learn the concept that print conveys meaning. Just as children grow in their ability to name and recognize alphabet letters, they also gain skill in using letter-like shapes, symbols, and letters to convey meaning, and age-appropriate skill at writing letters. Children’s knowledge of the structure of written composition is demonstrated in their dictated stories and their own beginning forms of written expression. Mathematical and Scientific Thinking Mathematical thinking refers to the child’s reasoning, understanding number sense, using simple strategies to solve problems, sorting and grouping, recognizing patterns and relationships, collecting and describing information in a variety of ways, understanding spatial relations, and comparing and measuring objects. Mathematics helps children understand and make sense of their world. Scientific thinking is evidenced through the asking of questions, the use of simple tools, and the making of comparisons. The natural world and physical events are fascinating to pre-kindergarteners, and the instructors’ questions can foster inquisitiveness and scientific thinking. Social Studies and the Arts Social studies knowledge is demonstrated through identifying attributes of familiar people and understanding family roles and relationships. Children are developing new ways of examining and noticing places and the environment. Group rules are becoming easier to understand and follow, and four-year-olds have a beginning understanding of leadership. The arts provide opportunities for children to grow, to express what they know, pursue their own interests and abilities, and appreciate the contributions of others in creative ways. Children express and represent their ideas through various art media, and begin to understand and appreciate art. Motor Development Motor development activities must include opportunities for both gross and fine motor development. While unstructured play and movement activities are important and provide opportunities to practice developing movement skills, play alone is not sufficient for the development of physical skills. Planned movement activities are needed, and exposure to many different types of movements should be the goal, rather than high performance in one or more particular skills.
Access to the Curriculum
Florida’s VPK Education Program ensures four-year-olds access to a high quality prekindergarten learning opportunity. It is important to note the great diversity of four-year-olds residing in Florida, including children with special developmental, behavioral, or physical needs, who are English Language Learners (ELL), or who may be at-risk of future learning or school difficulties for a variety of reasons. Accommodations implemented to foster access to the program do not lessen achievement expectations; they should, however, provide a wide range of techniques and support systems to help children work around areas of special need. Frequently, accommodations that may be required to ensure meaningful participation by a given child are found to benefit many other children in the classroom. Accommodations include changes in instructional methods and materials, learning activities and assessments, time demands and scheduling, the learning environment, and the use of special communication systems.
Source: Florida Voluntary Prekindergarten (VPK) Education Program: Curriculum Approval Specifications 2010; Florida Department of Education Office of Early Learning
13
Miami-Dade County Public Schools Prekindergarten Curricula Houghton Mifflin Harcourt Miami-Dade County Public Schools VPK programs utilize the Houghton Mifflin Harcourt (HMH) Prekindergarten Program Curriculum which focuses on early literacy (See Appendix B). The components of HMH include:
Book/Print Awareness
Comprehension
Letter Recognition
Motivation to Read
Oral Language and Vocabulary
Phonological Awareness
Writing
Written Expression
The Enrichment instruction which extends beyond the VPK hours includes the following components:
Mathematics
Science
Social Studies
Emphasis on providing students with opportunities for growth in social/emotional development, physical development, health and safety, media and technology, art, music, and dramatic play are integrated throughout both the VPK and Enrichment portions of the day. Each component fosters the cognitive, literacy and content area learning needed for success in kindergarten (See Appendices C and D). High/Scope Educational Approach for Preschoolers Miami-Dade County Public Schools (M-DCPS) prekindergarten program also utilizes the High/Scope Educational Approach to learning. The framework is embedded throughout the daily routine to enhance each child’s growth through active learning (See Appendix E). The power of learning comes from personal initiative. Young children act on their innate desire to explore; they ask and search for answers to questions about people, materials, events, and ideas that spark their curiosity; they solve problems that stand in the way of their goals; and they generate new strategies to try. The five basic principles that form the framework of the High/Scope approach are active learning, positive adult-child interactions, a child-friendly learning environment, a consistent daily routine, and team based daily assessment. Active Learning A high quality, developmentally appropriate learning environment provides children an opportunity to engage in active learning. Young children learn by doing. In High/Scope classrooms, children are active agents who construct their own knowledge of the world as they transform their ideas and interactions into logical and intuitive sequences of thought and action, work with diverse materials to create personally meaningful experiences and outcomes, and talk about their experiences in their own words. Five ingredients of active learning provide a framework for adults in implementing the program. These ingredients are as follows:
14
1. Materials – There are abundant, age-appropriate materials that the child can use in a variety of ways. Learning grows out of the child’s direct actions on the materials. 2. Manipulation –The child has opportunities to explore, manipulate, combine, and trans- form the materials chosen. 3. Choice -The child chooses what to do. Since learning results from the child’s attempts to pursue personal interests and goals, the opportunity to choose activities and materials is essential. 4. Language from the Child - The child describes what he or she is doing. Through language, the child reflects on his or her actions, integrates new experiences into an existing knowledge base, and seeks the cooperation of others in his or her activities. 5. Adult Support - Adults recognize and encourage the child’s reasoning, problem solving, and creativity. Adult-Child Interaction Active learning depends on positive adult-child interactions. Mindful of providing a psychologically safe climate for young learners, adults using the High/Scope preschool approach strive to be supportive as they converse and play with children. Throughout the day, guided by an understanding of how preschool children think and reason, adults practice positive interaction strategies. These strategies include sharing control with children, focusing on children’s strengths, forming authentic relationships with children, supporting children’s play, and adopting a problem solving approach to social conflict. Learning Environment Planning the layout of a prekindergarten class and selecting appropriate materials have a strong impact on the behavior of children and adults. An active learning environment provides children with ongoing opportunities to make choices and decisions. Adults organize play space into specific interest areas such as pretending and role playing, drawing and painting, “reading and “writing,” counting, sorting, singing and dancing, sand and water play, building block structures, and BATH: Block, Art, Toy, House. The interest areas contain a wide and plentiful assortment of easily accessible materials children can choose and carry out their intentions and ideas for play. Natural, found, commercial, and teacher-made materials provide many opportunities each day for children to engage in the VPK educational standards in creative and purposeful ways. Adults arrange storage for materials using low shelves, clear boxes, and picture labels children can “read,” so all children can independently find, use, and return the items they need (See Appendices F and G). Daily Routine The daily schedule in a prekindergarten classroom revolves around a variety of learning opportunities and experiences, which are provided through various contexts that include small-group time, large-group time, and interest area (center) time. These learning groupings provide opportunities for active learning, purposeful play, and teacher-lead activities. The M-DCPS daily schedule provides consistent routines and a framework with a flexible structure that supports the curriculum and children’s interest. The daily routine enables young children to anticipate what happens next and gives them a great deal of control over what they do during each part of the day. We incorporate the plan-do-review process, which enables children to express their intentions, carry them out, and reflect on what they have done in the interest areas/centers.
15
Small-group time consists of literacy and math lessons that are generated from the HMH curriculum. During large-group time, students are introduced to phonological and phonemic awareness, music and movement activities, story re-enactments, group discussions, cooperative play and projects (See Appendix H).
Assessments
In every M-DCPS Voluntary Prekindergarten classroom, students are assessed both formally and informally. Developmentally appropriate assessment at the classroom level is crucial to the implementation process of a high quality early childhood program. It is highly recommended that each classroom teacher maintain a data binder containing the results of all assessments specifically the VPK Assessment Class Summary Sheet, HMH (EGIBA) Class Summary Sheet (optional), Anecdotal Records (as needed), Waterford and Imagine Learning classroom summary reports. These reports will provide detailed analysis of student performance that may be analyzed and used to plan instruction. This data may also be used in the referral process. They are to be accessible to district personnel and administration. Miami-Dade County Public Schools utilizes the following assessment practices: VPK Assessment (State Mandated) The Florida Center for Reading Research has developed the Florida VPK Assessment in collaboration with the Department of Education. The purpose of this assessment is to provide teachers with valid and reliable feedback regarding children’s progress in attaining the skills in the VPK Education Standards. Teachers may use this information to inform instructional decisions in the VPK classroom. The content for the three early literacy measures was decided by identifying the best predictors of later reading success. Print knowledge, phonological awareness, and oral language/ vocabulary are the best predictors for conventional early reading ability. The content for the early mathematics measure was decided by identifying the best predictors of later mathematics success. Number sense is one of the best known informal predictors of formal mathematics ability. In addition, research demonstrates that all four skill areas (e.g. print knowledge, phonological awareness, mathematics, oral language/vocabulary) can benefit from targeted instruction during the preschool year. Plan to administer the assessments as outlined below:
Assessment Period 1 (AP1): September 4-28, 2012
Assessment Period 2 (AP2): January 7-31, 2013
Assessment Period 3 (AP3): April 22-May 17, 2013 The Florida VPK Assessment Online Reporting System provides teachers with a user friendly tool to track children’s progress in attaining the skills in the VPK Education Standards. Teachers may use this information to guide instructional decisions in the VPK classroom. The Florida VPK Assessment Online Reporting System is available to all registered providers free of charge. This system allows VPK teachers to enter each child’s assessment results and then analyze children’s data in order to plan lessons that meet the individual needs of all children.
The VPK Assessment Online Reporting System has the capacity to:
Create individual, classroom, and center level reports to track progress
16
Link the assessment data to instructional strategies and resources that are aligned with the VPK Florida Early Learning and Developmental Standards for Four Year Olds
Create a letter to parents about their child’s performance on each assessment
Instructions for access to assessment results are posted in the Office of Early Childhood Programs website and will be distributed during the VPK Assessment training sessions.
Houghton Mifflin Harcourt (HMH) Pre-K Early Growth Indicators Benchmark Assessment (EGIBA)….Optional Due to the addition of the new VPK Assessment for 2012-2013 school year which is mandatory from the State of Florida, teachers have the option of administering the HMH (EGIBA) Assessment. Teachers may assess all students three times a year (beginning, middle, and end) using HMH “Early Growth Indicators Benchmark Assessment” tool. The seven areas that may be assessed are Word Parts, Beginning Sound, Letter Recognition, Oral Counting, Number Identification, Word Knowledge, and Listening Comprehension. The HMH Pre-K Class Summary Sheets are included in Appendix i. The Early Growth Indicators are a series of brief assessment activities designed to measure a selected set of preschool skills that are critical for later school success. The indicators are not meant to provide a comprehensive assessment of a domain or a general skill within a domain. Rather, they serve as indicators of a child’s development by measuring the child’s progress on critical skills within a particular domain over time. The Pre-K Early Growth Indicators Benchmark Assessment may be administered three times during the school year. The administration dates below may be followed:
The Houghton Mifflin Harcourt Pre-K Indicators Benchmark Assessment may be used by VPK teachers as their requirement for their Instructional Performance Evaluation Growth System (IPEGS) by September 14, 2012. Assessment results will facilitate the establishment of learner/program progress goals as required by IPEGS.
The Houghton Mifflin Pre-K Indicators Benchmark Assessment should be used upon completion of Theme 6 by January 18, 2013 (Timeline aligns to IPEGS’ mid-year review).
The Houghton Mifflin Pre-K Indicators Benchmark Assessment should be used upon completion of Theme 9 by April 12, 2013.
Additionally, children’s work samples can be used to share children’s progress with parents.
Upon completion of Theme 10, the teacher will review and reinforce previously taught skills (based on observations and assessment results) in preparation for kindergarten. This time can best be used to provide enrichment activities related to children’s needs and interests. HMH Assessment Results The assessing of a student’s skills is an integral part of education. In order to examine how a student is functioning, the whole child is assessed (cognitive, socio-emotional, and physical domains). In an assessment and intervention process, the results of an assessment should help teachers make decisions about what instruction needs to occur in the classroom. Upon receiving the assessment results, teachers should proceed with the following steps:
17
1. Review results for the purpose of gathering information about the children in the class as individuals and as a group; and 2. Assess the classroom practices and materials to determine how they support children’s growth in the areas of need identified in the assessment. Oral Language Proficiency Scale-Revised (OLPS-R)….Mandatory Prekindergarten students will be assessed in the OLPS-R at the end of the school year by trained school staff. Prekindergarten teachers are to read the Home Language Survey (HLS) of each student to ascertain which language a student speaks or is exposed to at home. The HMH Program includes a section of strategies that teachers can use to meet the educational needs of English Language Learners (ELL). Additional strategies are provided by the Office of Early Childhood Programs on how to meet the educational needs of ELL students. Anecdotal Notes/Observations….As needed Assessment includes a range of tasks adults use to ensure that observing children, interacting with children, and planning for children receive full adult energy and attention. The teachers are active observers and listeners in a VPK classroom. Teamwork built on supportive adult relationships form a solid base for adults doing this work together. While observing and interacting, the teaching team may gather accurate information about children. These anecdotal notes are based on what the teaching team sees and hears from the students. Observations/anecdotes may target students which may need remediation, enrichment, or behavioral interventions. The teaching team is to engage in planning sessions in which they share their observations of children, identify activities that may interest their students, analyze the observations in terms of the Florida Early Learning and Developmental Standards for Four-Year-Olds, and make plans for the day/next day (See Appendices J and K).
Examples of anecdotal notes are as follows: Mathematical and Scientific Thinking
10/12/112SG At small group time, Maria made identical patterns of red/blue, red/blue with linking cubes.
Emergent Literacy 10/27/12 WT During work time in the book area, Maria sat on the beanbag chair and looked at all the pictures in “Brown Bear, Brown Bear,” turning the pages from left to right.
Language and Communication
11/2/12 ST At storytime, Maria listened to Ms. Hanlon read “The Very Hungry Caterpillar.” When Ms. Hanlon read “and on Tuesday he ate through two______,” Maria said, Pears!
SG-Small Group WT-Work Time ST-Story Time
Prekindergarten Screenings
The Prekindergarten Screenings Consent Form (FM 5490) for vision, hearing and speech screening is a part of the prekindergarten registration packet. The form must be signed by the parent or guardian at the time of registration and before any of the screenings are administered. Speech Language Screening….As needed During the first week of school, adults in the classroom need to be observant of any child whose speech is difficult to understand or has very limited to no verbal skills. A speech screening by the teacher is often accurate in identifying children with obvious speech needs, particularly articulation problems. Referrals should be made to the school speech pathologist as soon as possible.
18
Vision Screening….Mandatory The teacher or school nurse administers the vision screening for all children by the first week of October. The materials needed for the vision screening are: an eye chart (house, apple, square, and circle) an instruction sheet, a pass/fail criteria sheet, two tissues per child (one for each eye), or two occludes (cleaned with alcohol between each exam). Please contact a Curriculum Support Specialist if you need the vision chart with instructions. Hearing Screening….As needed The M-DCPS Comprehensive Services Department screens all students in grades K, 1, 6, and 10. The speech pathologist conducts these screenings. If there is a hearing concern about a student, the prekindergarten teacher must request a screening and arrange a date and time with the speech pathologist that will be mutually convenient.
VPK Instructional Personnel
Teamwork is an interactive process that is crucial in creating a supportive climate for young learners. When adults work together to establish and maintain active learning environments for children the effects are far-reaching. The team shares responsibilities throughout the daily routine. The VPK paraprofessional is to be in the classroom throughout the day and provide support during all components of the day as mandated by the Florida Department of Education. It is important to remember that the adult to student ratio must be 1:10 at all times. Contractually, all full-time teachers are entitled to a 30 minute duty-free lunch. All full-time paraprofessional staff is entitled to a 30 minute duty-free lunch and two 10 minute breaks daily. All part-time paraprofessionals who work five hours per day shall be allowed one 15 minute break daily. In an effort to comply with VPK mandates and the Quality Counts Initiative, it is highly recommended that the VPK program implement the following:
Title/Position Lunch Time A.M. Break P.M. Break
Full-time Teacher
After 11:20am (During students’
VPK Lunch Time…paraprofessional
will provide adult supervision)
Not applicable Not applicable
Full-time Paraprofessional
12:05pm-12:35pm (During afternoon Story time and Large Group
Time)
11:20am – 11:30am (During morning
closing Circle time)
2:00pm – 2:10pm (After dismissal)
Part-time Paraprofessional
Not applicable 11:15am – 11:30am (During morning
closing Circle time)
Not applicable
The teacher and full-time paraprofessional plan together daily from 2:10 p.m. to 3:10 p.m. This requirement does not apply to hourly paraprofessionals. Teacher Responsibilities The classroom teacher, in all of the pre-kindergarten programs, has the primary responsibility for providing a high quality, developmentally appropriate and effective educational experience for the students. Also, the classroom teacher must read and follow the VPK Program Guidelines to be in compliance with the Office of Early Childhood directives.
19
Role and Function of Paraprofessionals Paraprofessionals in prekindergarten classrooms are employed to assist classroom teachers and are to be utilized exclusively to provide direct instructional assistance for the implementation of the program and services for the preschoolers. When working with students individually or in small groups, the paraprofessional interacts with the children much the same as the teacher. Small groups of children must be fluid and interchangeable. For large group activities both adults work cooperatively to maximize student learning. Paraprofessionals are administratively responsible to the on-site administrator and under the direct supervision of the classroom teacher at all times, except when left with small groups of students or with a total group for a short period of time. Paraprofessionals shall not perform office duties which are not directly related to classroom instruction. School Support Team Teachers may obtain the support of the school’s guidance counselors, psychologists, social workers, and/or speech pathologists to service the VPK population and assist in determining classroom interventions or any other type of support to ensure that the educational needs of four-year-old children are met. The School Support Team (SST) procedures apply to the students in the VPK program.
Program Quality Rating System
Miami-Dade County Public Schools (M-DCPS), in partnership with University of Florida Professional Development (UFPD), is part of the Quality Counts Initiative. The UFPD is a multi-partner, multi-year effort to improve the quality of early childhood education and services. The goal of UFPD is to create a system that promotes early learning and child well-being from birth through elementary school. Quality Counts is a quality improvement rating system designed and funded by The Children’s Trust in partnership with the Early Learning Coalition of Miami-Dade/Monroe and the Early Childhood Initiative Foundation/ UFPD. This Quality Counts Initiative utilizes the Early Childhood Environmental Rating Scale-Revised (ECERS-R) to assess and improve the quality of our program. This assessment focuses on the physical environment of the classroom: Space and Furnishings, Personal Care Routines, Language-Reasoning, Activities and Interactions, as well as the daily routine. Currently, selected Ready Schools Partner schools are participating in the UFPD, Quality Counts Initiative. Our goal is to include all VPK classrooms in this initiative over a period of time.
Prekindergarten Computer-Assisted Instruction
Miami-Dade County Public Schools (M-DCPS) incorporates interactive computer-assisted instruction in their program to provide students opportunities to engage in practice activities and tutorials. Every student should have access to work on computer-assisted instructional programs for a maximum of 20 minutes daily. The following programs are utilized in the VPK program:
Waterford Math and Science program provides software and support materials to broaden children’s exposure to targeted math and science concepts. Technical Support (888) 977-7100.
Riverdeep Learning Village includes a prekindergarten section which offers engaging, interactive components in math, language arts, science, and social studies. This
20
program can be accessed through the district website.
Imagine Learning English is a comprehensive software program that provides language support to English Language Learners (ELL). Fifty-three schools have the Imagine Learning English program. Support: [email protected]
Typical Behaviors of Prekindergarten Students
In an active learning environment, behaviors typical and natural for four-year olds are expected and planned for. The process of growth moves young children along a continuum. Behavior that occurs along this continuum is developmentally important. At every age, some behavior which may look like misbehavior is a sound and healthy part of growing. The professional’s job is to have an understanding of child development in order to facilitate interventions. The first month of school is a social-emotional adjustment period for students and adults, therefore, teachers should use intervention strategies before referring a student for evaluation.
Intervention Strategies for Positive Behavior Management
The use of a consistent, well-balanced daily routine provides security for children, reduces stress on them, and contributes to positive behavior. In a classroom using developmentally appropriate practices, management techniques include specific attention to prevention. Events in the daily routine should be scheduled to provide a variety of active and passive activities with a minimum of waiting time. Young children’s short attention span should be taken into consideration when planning any activity. Rules need to be clear since they help children control their behavior. Rules should also be simple, few in number and reasonable according to the children’s age. As the foundation of establishing a balanced learning environment, children should learn one basic rule: Take care of yourself, others and things. Any other established rule should reflect this rule. Appropriate intervention strategies for prekindergarten children include redirecting or distracting children from potential problems, reminding children of rules, ignoring inappropriate behavior (as long as it is not unsafe), noticing appropriate behavior (i.e. positive reinforcement), helping children solve their own problems, assisting children in making appropriate choices, and helping children see consequences of their actions. Teachers facilitate the development of self-control in children by using positive guidance techniques such as modeling and encouraging expected behavior, redirecting children to a more acceptable activity, and setting clear limits for the benefit and safety of all children. Young children best learn social behavior when teachers’ expectations match and respect children’s developing capabilities, not by punishing them.
Preventing Problems and Conflicts Think about the principles of child development.
Establish a consistent daily routine.
Make the classroom rich in opportunities.
Set reasonable limits and agree on the rationale to use to explain these to the children.
Model ways of interacting with people and materials.
21
Plan for transition times.
Respect and plan for the different abilities, interests, and pacing levels of each child.
Design space with areas and materials that are of interest and value to the population of children served.
Steps for Solving Problems and Resolving Conflicts Use these steps when children are engaged in conflict with each other. Just as with any new set of skills, it takes practice to learn to apply the process of conflict resolution. With time and repeated experience, both children and adults will come to rely on this shared process.
Approach calmly, stopping any hurtful actions.
Place yourself between the children, on their level.
Use a calm voice and gentle touch.
Remain neutral rather than take sides.
Acknowledge feelings.
“You look really upset.”
Let children know you need to hold any object in question.
Gather information.
“What’s the problem?”
Restate the problem.
“So the problem is…”
Ask for ideas for solutions.
“What can we do to solve this problem?”
Encourage children to think of a solution.
Summarize the plan and be prepared to give follow-up support.
“You solved the problem!”
Stay near the children.
Child Management Checklist
Preventive Management Strategies 1. Adults establish and maintain a safe learning environment.
2. The learning environment includes work areas in which children have enough space to play and a variety of materials that are of value and interest to them.
3. Throughout the day, adults plan for, anticipate, and accept a variety of behaviors in the ways children use space and materials because they realize that children are functioning at various developmental levels.
4. Adults establish and maintain a predictable, consistent daily routine with a balance of adult-initiated and child-initiated activities, so that children have a sense of control over what is going to happen next.
5. Adults plan for and help children anticipate transitions.
22
6. Adults eliminate long waiting periods and make the short waiting periods as active and concrete as possible. For example, an effective strategy would be to set up a chart with children’s signs to indicate who will have the next turn to pass out snack items.
7. Children initiate their own plans at work time and carry them out with adult support.
8. Children make choices throughout the daily routine. Adults support children’s choices and interests.
9. Adults model care and concern for people and materials throughout the daily routine. 10. Adults elicit, value, and listen to children’s points of view, ideas, concerns, and feelings.
11. Adults attend to, acknowledge, value, and support children’s strengths and interests throughout the day.
12. Teaching team members discuss, agree on, and are consistent in following the classroom rules, limits, and expectations throughout the day.
13. Teaching team members provide children with clear and consistent reasons for the expectations, rules, and limits that have been establish.
14. Teaching team members share and record observations of children, and plan for children on a daily basis.
15. Team members work together with parents to support children’s growth and development. On-the-Spot Management Techniques 1. Adults stop aggressive or destructive behavior (hitting, biting, kicking, throwing things)
immediately, give a reason for their action, and suggest a more acceptable way to handle the situation (i.e. “Stop biting. Biting hurts. Use your words to tell Tony what you want.”).
2. Adults help children resolve conflicts by:
Eliciting, listening to, and acknowledging children’s descriptions of problems, including their feelings, observations, and reasoning about the problems;
Encouraging children to talk with one another about the difficult situation they are experiencing;
Interpreting a less articulate child’s needs, feelings, and actions to other children when necessary;
Patiently supporting children’s efforts to generate appropriate alternatives on their own;
Helping children generate appropriate alternatives when necessary; and
Using factual, nonjudgmental language throughout this process. 3. In conflicts that do not involve hurtful behavior or bullying, adults give children the opportunity to settle differences on their own. 4. Adults help children become aware of and take responsibility for the outcomes of their actions (i.e. repairing toys students break or wiping up spills.) 5. Adults acknowledge that a problem-solving approach to child management takes time, patience, and consistency.
23
Follow-up Steps for Specific Children 1. Adults document behaviors that are of concern and keep records of any intervention strategies that are being used and the results. 2. Parents will be informed and included in choosing intervention strategies. 3. In extreme cases, the teacher, the curriculum support specialist, school counselor or school administrator will visit the classroom to observe the child, talk to the parent or guardian, and make an assessment as to future steps to take.
Character Education Character is described as “moral or ethical strength, integrity and fortitude.” In Prekindergarten, character education is addressed through the development of pro-social behavior. Teachers foster and facilitate the development of pro-social skills in young children by providing opportunities to develop character building skills in themselves and the children. These activities and experiences should be implemented throughout the day. Conscious Discipline Conscious Discipline is a comprehensive, social-emotional, intelligence approach based on brain research and its effect on children’s behavior. It is designed to help teachers integrate “Brain Smart Principles” that will enable them to create a positive social-emotional learning environment. Developmentally appropriate techniques are taught to help children learn logical problem solving strategies. Dr. Becky Bailey, Professor at the University of Central Florida, has established ten principles of Conscious Discipline. These principles are built on cogent child development theories which encourage an understanding of and respect for children, their temperaments, their personalities, and unique dispositions. Putting child development knowledge into action, results in quality classroom management. A well planned learning environment is organized and provides adequate space for children to move as they learn and contribute to appropriate behaviors. Conscious Discipline is a journey requiring an open mind and an open heart. The journey starts by learning the 7 Powers of Self-Control which shift the teacher’s focus from blame to solutions, from punishment to teaching, and from fear to love. The Conscious Discipline approach should be used by those teachers that have been trained. The classroom structures and activities which facilitate these powers and skills include:
Greeting Apron
Brain Smart Start
Activity to Unite
Activity to Disengage Stress
Activity to Connect/I Love You Rituals
Commitments (Gentle Touch, Be a STAR, My Turn, Read a Book with a Friend)
Safe Keeper Box
Wish Well Heart
Safe Place
Job Board
Friends and Family Board
24
Ways to be Helpful
Board/Books like "You did it!"
I Noticed Board
Good-bye Rituals
Pyramid Model [Social-Emotional]
The Pyramid Model has been identified as a tiered intervention model that provides guidance for the design and delivery of evidence-based interventions to promote the social development of young children and provide more intensive intervention for children who have social emotional delays or behavioral challenges. Implementation of the Pyramid Model builds upon the foundation expectations, language, and responsibilities outlined in the Standards for Four-Year- Olds. The model describes three tiers of intervention practice: Tier 1: Universal Promotion The first tier involves two levels of practices that are essential to promoting the social development of young children. The first level of practices is the provision of nurturing and responsive care giving relationships to the child. This includes the family/caregiver and the teacher/paraprofessional within an early childhood program. The second level is the provision of supportive environments. It refers to the provision of predictable and supportive environments and family interactions that will promote the child’s social and emotional development. In the early years, children exist within a web of relationships with parents, teachers, other caring adults in their lives and eventually peers. This web supplies the context within which healthy social emotional growth and the capacity to form strong positive relationships with adults and peers develop. Tier 2: Secondary Prevention This tier includes the provision of explicit instruction in social skills and emotional regulation. In early childhood programs, all young children require adult guidance and instruction to learn how to express their emotions appropriately, play cooperatively with peers, and use social problem solving strategies. However, for some children it will be necessary to provide more systematic and focused instruction to teach children social emotional skills. Tier 3: Tertiary Interventions When children have persistent challenging behavior that is not responsive to interventions at the previous levels, comprehensive interventions are developed to resolve problem behaviors and support the development of new skills. Positive Behavior Support (PBS) provides an approach to address problem behavior that is individually designed and is focused on supporting the child in developing new skills. The process begins with a Functional Assessment of Behavior (FAB) to gain a better understanding of the factors related to the child’s challenging behavior. Functional assessment ends with the implementation of the child’s support plan.
25
Early Interventions
Prekindergarten children will encounter many new challenges that include a new school/classroom atmosphere, unfamiliar adults and children, a structured daily routine, large/small group instruction, independent activities, and new rules. Children need approximately 30 days to adjust to these new expectations. Although a prekindergarten program can take many forms, it is important to remember that the program is developmental, not remedial. Developmentally appropriate programs must be age appropriate as well as individually appropriate. A quality prekindergarten program strives to meet the needs of children in the best possible atmosphere for their growth. It is imperative for the adults in a prekindergarten program to conduct early informal screenings of the children as they work with them on a day-to-day basis. As the adult becomes acquainted with each child’s abilities, learning style, and level of functioning, he/she may become aware of particular children who seem to need closer scrutiny. The vision, hearing, speech, and language screenings will supply valuable information. The daily observation notes that are taken by classroom staff, as well as positive parents/teacher interactions, are crucial to this process. In specific cases, concerns may be shared with the school support staff: school counselor, ESE specialist, and/or Curriculum Support Specialist. Documentation of behaviors, early intervention strategies that have been implemented, and the results of the strategies need to be recorded and kept as supporting documentation. In turn, the school support staff may observe the child and suggest further strategies. In extreme cases, the school support staff should be informed of the situation and various alternative strategies for working with the child should be considered. This entire process will take some time.
Response to Intervention (RtI) [Instructional]
In early childhood programs, the RtI model offers a framework for ensuring the delivery of high quality education and care to support the development of all children. Response to Intervention (RtI) is a process used in determining how to identify and assist young children in need of additional intervention(s) to ensure their developmental progress. Response to Intervention (RtI) relies on evidence-based instructional practices and frequent progress monitoring to provide the data necessary to make decisions about child’s progress and the need for more intensive interventions if necessary. This model is intended to reduce unnecessary referrals to special education by ensuring that all children in the general education setting have access to high quality curriculum and instruction that are provided in a cascade of intensity, and that each child receives a level of instructional intensity matched to his or her level of need. The RtI process has three tiers that build upon one another. Each tier provides more intensive levels of support:
Tier I: High Quality Instruction The school provides all students with access to high quality curriculum, instruction, and behavior supports in the general education classroom. Prevention: HMH Curriculum, VPK Assessment, Differentiated Instruction, Conscious Discipline, Waterford/Imagine Learning. Complete RtI/SST/PST Student Tier I and Tier II Data Profile (FM-7452).
Tier II: Additional Targeted, Supplemental Instruction/Interventions The school provides interventions to small groups of students who need more support
than they are receiving through Tier 1. Strategic Intervention: targeted one-on-one instruction, targeted small-group instruction, additional computer-assisted instruction…Riverdeep, Starfall. Complete RtI/SST/PST Student Tier I and Tier II Data Profile (FM-7452).
26
Tier III: Intensive Interventions The school develops and implements interventions to meet the individual needs of students. Children’s progress is monitored and results are used to make decisions about additional instruction and intervention. Intensive Intervention: SST Intervention Plan, and IEP. Complete Tier III/SST/PST Problem Solving (FM-7450).
Response to Intervention (RtI) Referral Process The RtI referral process is required for VPK students who are being considered for Specific Learning Disabilities. Children considered for Developmentally Delayed, Intellectual Disabilities, Autism Spectrum Disorder, Emotional/Behavioral Disabilities or Other Health Impaired do not require a RtI referral. Any child with extremely challenging behaviors will require the development and intervention of a Functional Assessment of Behavior (FAB) (FM-6667) and a Positive Behavioral Support (PBS) before an evaluation is completed. A student who has a medical diagnosis of Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) will also require the development and intervention of a Functional Assessment of Behavior (FAB) and a Positive Behavioral Support (PBS) prior to determining eligibility for Other Health Impairments. Steps to Initialize a Referral for an Evaluation Once it is determined that a VPK child may need to begin the referral process for an evaluation for special education the following procedures will need to be initiated.
1. Complete School Support Team/Problem Solving Team (SST/PST), Request for
Assistance (RFA) (FM-7073) Complete Section A: Identifying Information on page 1 and
Section C: Areas of Strength on page 2.
2. Have the parent/guardian sign consent the Notice of Intent and Parental/Guardian
Consent to Conduct a Screening/Assessment (FM-6279) for the vision, hearing,
developmental screening and the Observation of Prekindergarten Student Behaviors
(FM-4140). The developmental screener will be the Battelle Developmental Inventory-2
(BDI-2) screener.
3. VPK teacher will complete the vision, hearing, BDI-2 Screener and two Observations of
Prekindergarten for Student Behaviors.
4. The following screenings/assessments will be forwarded to the School’s SST/PST
Coordinator: Houghton-Mifflin Harcourt Assessment 1, BDI-2 screener, Vision and
Hearing screenings, Referral and Consent forms.
Referrals for Speech/Language Evaluations 1. School Speech/Language Pathologist reviews all the support documentation given to the
school’s SST/PST Coordinator from the referral process above. 2. Speech/Language pathologist will observe VPK student in the classroom and complete
Observation of Speech/Language Skills – Prekindergarten (FM-7415)
3. Speech Language pathologist will determine the need to complete a speech/language
screening or an evaluation.
4. If speech/language screening or evaluation is deemed necessary, parent will be given
the Notice of Intent and Parental/Guardian Consent to Conduct an Evaluation (FM-
4961).
5. Upon completion of the screener/evaluation the speech/language pathologist submits
the results to the school SST Coordinator.
27
6. SST coordinator contacts the Prekindergarten staffing specialist to schedule a staffing
conference to review evaluation, determine eligibility, and develop an Individual
Education Plan (IEP) if appropriate.
Involving and Reporting to Parents
Events How to Involve Parents
Start of school year for all students Send notice home to all parents referencing process in place to address needs of all students; may include conferences, additional specialized staff, sensory screening activities, etc. Review the RtI system so that parents do not think it is an “ESE referral”.
Intervention Tier I Data Collection: VPK Assessment, Curriculum Assessment (EGIBA), parent reports, and observations (anecdotes)
Notify parent through written notice or document; provide contact information if parent has questions or needs clarification.
Intervention Tier I and II: Individual student issues addressed
Conduct parent/teacher conference.
Intervention Tier II: Multidisciplinary team meets to address problems of identified students, progress monitoring.
Invite parent to attend these meetings; solicit input in a formal manner if unable to attend.
Intervention Tier II: Documentation of progress
Continue to send home reports, data is reviewed by team; involve parent(s) in the intervention process. NOTE: If teacher is individualizing instruction or teaching a targeted skill, the parent should be informed and guided in helping the student at home to the extent the parent is willing and able.
Intervention Tier II and III: Team meetings to review progress and make instructional decisions
Invite parent(s) to participate in meetings and/or receive any of the data that is used by the team with a summary of the meeting in writing accompanied by a follow-up telephone call and/or parent/teacher conference.
Intervention Tier III: Decisions that result in a student spending more time in intensive instruction than typical peers
Send form letter home; obtain consent for individual evaluation; and conduct follow-up call to address parent questions.
Visit http://www.florida-rti.org/ for more detailed information.
28
Parent/Family Involvement
The importance of family involvement to success in school has been validated by research. A key ingredient in this process is to focus on the parents’/family’s strengths and formulate strategies that will build success for the parent, as well as the child. To that end, the M-DCPS prekindergarten programs encourage parent/family participation. All volunteers must be cleared by M-DCPS according to the Jessica Lunsford Act. It is recognized that many parents are not able to participate in the classroom on a regular basis. For this reason, several strategies have been identified and implemented that offer parents various opportunities to involve themselves in their child’s educational process. Active participation by parents is enhanced by specific planned events. Some suggested activities are reading to the children, serving as a chaperone for field trips, joining the Parent Teacher Association (PTA), lunch room assistance, and assisting with other class activities to mention a few. As a matter of policy, prekindergarten teachers are required to hold, and parents are required to attend, three parent/teacher conferences to discuss each child’s developmental progress during the school year and one end-of-year transition to Kindergarten meeting.
Parent-Teacher Meetings Timeline
Meeting 1: Parent/Teacher Conference – by October 1, 2012 (Share learner’s goals with parents) Meeting 2: Parent/Teacher Conference– by February 1, 2013 (Share learner’s progress with parents) Meeting 3: Parent/Teacher Conference – by May 20, 2013 (Share learner’s progress with parents) Meeting 4: Parent Meeting/Transition to Kindergarten from May 23 – June 7, 2013 During the first three meetings (Meeting 1, Meeting 2, and Meeting 3) discuss data from VPK Assessments, interactive computer-assisted instruction reports, and observations/anecdotal notes. Remember that the Pre-K HMH EGIBA Assessment, which is optional, may be used to gather data in preparation for the IPEGS progress goal(s) and may be used for the parent conferences.
Parent Meeting/Transition to Kindergarten
For young children and their parents, moving from prekindergarten to kindergarten is one of the most significant transitions they will experience. They will be faced with:
Change in Place/Classroom
New Expectations
Adjusting to a New Peer Group
New Authority Figure
New Role as a Student
29
Transition is a period of adjustment. Some adjustments can be stressful. When parents, teachers, and school administrators work together the process of transitioning to kindergarten operates smoothly reducing the amount of stress experienced by the child. The parent meetings should be interactive as well as informative. Examples of topics that may be discussed and/or activities that may be conducted are as follows:
Registration
Skills Useful in Kindergarten
Five-Year-Old Developmental Stages
A Book List for Young Children
Florida Kindergarten Readiness Screening (FLKRS)
A Visit to Kindergarten Classroom
The Kindergarten Curriculum
Attendance Policy
First Day of School Tips
Homework Expectations
Parental Involvement
Developing Literacy at Home
School Supply List
School Readiness
Engaging Parents in a Language and Literacy Activity. Visit the Florida Center for Reading Research website at http://www.fcrr.org for ideas for this activity. Click on the link for Instructional Materials for Teachers.
VPK Parent Options
The VPK program’s mission is to ensure that all children are intellectually, emotionally, physically, and socially prepared to enter school ready to learn, fully recognizing the crucial role of parents as the child’s first teacher. Parents have the right to select a VPK program option that best meets their family’s needs. The options include:
School-Year Program which includes 540 instructional hours; OR
Summer Program which includes 300 instructional hours. Children may participate in the VPK program the summer immediately before the school year in which the child is eligible for kindergarten.
Parent’s Rights Parents have the right to:
Select the VPK program options that meet their child’s needs. Enroll in either a school-year or free summer VPK program. Select a VPK program that employs VPK instructors and meets minimum classroom requirements. Select a VPK program that follows approved curriculum and guidelines.
30
Parents’ Responsibilities Parents are responsible for:
Date of birth verification requirements. Residential address verification requirements. Ensuring that their child participates in kindergarten screening. Providing transportation for their child. Complying with the school’s attendance program and other program policies.
VPK Registration Requirements
A child is eligible to be registered for prekindergarten if he/she attains the age of 4 on or before September 1st of the current school year. Before a child can be admitted to prekindergarten in Miami-Dade County Public Schools, parents/guardians must provide or complete the following items. A. Age and Legal Name Verification
Parents must provide one of the following:
1. Duly attested original birth certificate or birth card which must be original; hospital certificate not acceptable.
2. Duly attested Certificate of Baptism with a parent affidavit.
3. Insurance policy on the child’s life in force for two years.
4. Bona fide bible record with parent affidavit.
5. Passport or Certificate of Arrival in the United States showing age of child.
6. Transcript of school records of at least four years prior, stating date of birth.
7. Affidavit of age signed by parent and Certificate of Age signed by public health officer. B. Proof of Address
Students in the program are assigned to attend school on the basis of the actual residence of the parent/guardian and in the attendance area of the school as approved by the School Board of Miami-Dade County, Florida. Verification of residence should be presented by the parent/ guardian at the time of registration. Parents must provide two of the following:
1. Broker’s or attorney’s statement of parents’ purchase of residence or properly executed
lease agreement.
2. Current Homestead Exemption Card
3. Electric deposit receipt or electric bill, showing name and service address C. Health and Immunization Requirements In accordance with the Florida Plan for School Health Services, all parents/guardians of prekindergarten through 12th grade students must submit documentation verifying that a student’s health examination was performed within the 12-month period preceding initial entry into a Florida school. Parents must provide both forms:
1. Student Health Examination-DH 3040 (yellow form); health examination performed within one year prior to enrollment; and
31
2. Florida Certificate of Immunization-DH 680 (blue card) from a private doctor or local health provider. Part A, B, or C or a religious exemption form DH681.
Parents are encouraged to contact their health care provider to schedule an appointment for children affected by the school immunization requirements. Required immunizations are covered under most health insurance policies. Children whose parents cannot afford to pay for vaccines may receive immunizations free of charge at all county health department centers. To make an appointment or to obtain more information, contact the Special Immunization Program (SIP) Office of the Department of Health at 786-845-0550. It is important to remember that no student will be admitted to school without presenting tangible documentation that immunization and health requirements have been met. D. Home Language Survey At the time of initial registration parents are asked to complete a Home Language Survey. Each student is assessed if there is a “Yes” response to any of the questions to determine if he/she is Limited English Proficient (LEP). The law requires that students classified as LEP receive appropriate services in order to become proficient in English. E. Student Data Card In the event of an emergency, the school needs to contact parents as quickly as possible. Parents are required to provide the following information: 1. Home, work, and cell phone numbers (must remain up to date).
2. An emergency contact in the event the school is unable to reach parents/guardians. Parents/Guardians should provide emergency contact telephone numbers in addition to the ones on front of the card.
2. Identify those individuals who are authorized and not authorized to pick up their child from school.
VPK Student Selection Process in M-DCPS
When a school has more eligible applicants than the 19 regular education slots available, the school must make their selections utilizing a lottery system. Each applicant is assigned a number for the lottery. Numbers are pulled until the maximum class size is reached creating the final roster. If the applicant family has twins or triplets, the drawing of one name entitles all children to be eligible for enrollment. The exception would be if the number drawn is number 19 or the last one. In this case, only one of the twins or triplets will be allowed to enroll. When the maximum class size is reached, the school staff continues to draw numbers and records the numbers for the waiting list. Parents may choose to place their child on the waiting list at the school or parents can choose a private VPK provider. All parents should be notified in writing of their child’s enrollment status within one week of the drawing. After the final selection, parents are required to complete/provide the following documents that must remain on file in each child’s folder: Signed Financial Responsibility Form
32
Signed Prekindergarten Screening Consent Form
Signed Copy of Certificate of Eligibility (COE) Final Roster and Waiting List A Final Roster is completed for children selected in the lottery, as well as for children who have registered at those schools that do not have full enrollment. A waiting list of all eligible children must also be established and ranked according to the results of the lottery. Parents of children on the waiting list are contacted when withdrawals occur. The list must be used to maintain an enrollment of 19 regular education children. Solicitation of children from neighboring schools offering the same program model is necessary when enrollment falls below the class size maximum and the waiting list is depleted. Mail the Final Roster and Waiting List to Office of Early Childhood Program, Mail Code 9613 Attention: Greysel Marquez VPK Registration throughout the Year As children enroll throughout the year the school must fax a copy of the COE document to the Office of Early Childhood Programs at 305-995-7650, made to the Attention: Greysel Marquez. When a student transfers from another school, a new COE and re-enrollment form must be provided by the parent to the school. If the parent does not have a COE, direct them to Child Development Services (CDS) to obtain a new COE prior to enrollment. Procedures for Completing and Maintaining Certificates of Eligibility (COE) Each student listed on the Final Roster must have a COE on file at the school. The following procedures are established for completing and maintaining COE at the school site: Obtain a copy of the original COE from the parent.
Complete Sections III and IV on each original COE. These sections must be fully completed by the school.
Write the Confirmation Number. The Confirmation Number is Miami-Dade County Public Schools’ Federal Identification Number (FEIN Number 59-60000572) followed by the school location number. For example, Florida City Elementary School would enter 59-60000572-2001.
Make a copy of the completed COE and file the copy in a folder designated for VPK students. Keep the file accessible at all times (preferably with the registrar/clerk).
Return the original COE to the parent.
Mail a copy of the completed COE to the Office of Early Childhood Programs, Mail Code 9613, made to the Attention: Greysel Marquez
VPK Fee-Supported Enrichment Program The collection of fees from parents for the enrichment portion of the day for Fee-Supported programs is crucial to the maintenance of a full day program. It is clearly understood that funding from VPK covers the first 3 hours of the prekindergarten day. Schools must make every effort to maintain and consistently collect all fees. Budget shortfalls in this area seriously impact program implementation. The Community Education Fee-Supported Prekindergarten Enrichment Program fee for the 2012-2013 school year is $12 per day/$60 per week. The Bi-Weekly Payment Schedule should
33
be posted for parent reference. Failure to make payments prior to the first day of the bi-weekly service periods requires that the child(ren) be withdrawn from the Enrichment Program. Parents/Guardians of prekindergarten students must pay separate fees for food services based on the child’s free/reduced lunch status. Separate fees as determined by the service provider must be paid for before-school and after-school care. If the child remains for the Enrichment Program, 11:20 a.m. to 1:50 p.m., parents must complete the 2012-2013 Registration Form Before/After School Programs for Prekindergarten and make the fee payment for the first bi-weekly service period following the schedule below. Parents of children enrolled after the start of school must pay fees using a prorated bi-weekly service period based on the enrollment date after which the regular bi-weekly payment schedule begins. Use the Cash Transmittal Form to report and submit the collection of parent fees on a monthly basis to the Office of Early Childhood Programs, Mail Code 9613.
VPK Enrollment and Attendance Procedures
When registering a student into ISIS, students who attend the VPK program must be given a code along with the teacher’s employee number and the course number. After selecting a prekindergarten course code for a VPK student, the registrar/clerk must enter the COE number to continue the registration process. The program course number is 5100580A1. The codes for M-DCPS VPK programs are as follows:
District Attendance Policy Regular and punctual attendance is important to a student’s progress in school. Miami-Dade County Public Schools (M-DCPS) has a vision whereby each student engages in a rigorous course of study which prepares him/her for a myriad of successful post-secondary options. Students are expected to:
Be present at school each and every day;
Attend class as scheduled;
Arrive to school and class on time; and
Demonstrate appropriate behavior and a readiness to learn. VPK Attendance Policy The Agency for Workforce Innovation (AWI) has issued an attendance policy for VPK which includes the following:
Program Code
Title I F
Fee Supported X
VPK 8:20 a.m. – 11:20 a.m. V
Migrant T
Role Model A
34
Beginning with the 2009-2010 school year, no more than 20% of a child’s absence will be paid. The total reimbursement will be at least 80% for days attended. The absence can be either excused or unexcused.
Only 108 hours (36 days) will be paid to the District for absences for the entire year.
Notes excusing illness, vacation, or special family situations are required for VPK purposes.
The annual rate per child for the 2012-2013 school year is $2,408.00.
Parents/Guardians may not sign the Student Attendance and Parental Choice Certificate, AWI- VPK 03L earlier than the last school day of the month.
Stress to parents/guardians the importance of consistent school attendance.
It is a requirement that the parent/guardian be notified in writing before the school withdraws a student from the VPK program. The school must first provide the parent/ guardian a written certified-letter or a document from the school site principal explaining the absences history and why this action will be taken if not corrected. The school must have documented proof that the parent/guardian was notified of the procedure before the action is taken.
Before withdrawing a VPK student from the program, please contact the Office of Early Childhood Programs at 305-995-7632.
VPK Attendance and Early Learning Coalition of Miami-Dade/Monroe Monitoring
The Early Learning Coalition of Miami-Dade/Monroe is responsible for the administration of the state funded VPK Program. Staff from the Early Learning Coalition will visit randomly selected schools unannounced to monitor the compliance with VPK Statutes. The principal will be requested to provide the previous month's VPK attendance records for all VPK students in general education and those in the Role Model Pre-K Program. To prepare for the monitoring visit and to avoid audit exceptions:
Follow all procedures outlined in Weekly Briefings # 11550, Voluntary Prekindergarten (VPK) Program Registration Procedures/Guidelines for the 2012-2013 school year.
Register a VPK child only with a valid COE. Forward COE copies to the Office of Early Childhood Programs throughout the year to Mail Code 9613. The original COE is returned to the parent/guardian at the time of registration. Maintain COE copies at the school office but not in the cumulative folders.
Secure parent/guardian signatures on a monthly basis on the Agency for Workforce Innovation (AWI) Student Attendance and Parental Choice Certificate, AWI-VPK 03L (Long Form) at the end of each month. Make sure that the form is signed in blue ink and dated on or after the last school day of the month. Staple the individual student’s monthly attendance printout to the Long Form prior to parents signing the form (See Appendix L).
File by month in the school's office for state audit. DO NOT ACCEPT ANY PRE-SIGNED FORMS FOR FUTURE MONTHS. Do not fill in the calendar grid.
Provide to the Office of Early Childhood Programs any changes in VPK Instructional team to ensure compliance with the teacher or paraprofessional of record. The names of the teacher(s) and paraprofessional(s) of record are confirmed according to the annual Staff
35
Survey of Voluntary Pre-K (VPK) Form that schools submit to the Office of Early Childhood Programs and to the Early Learning Coalition of Miami-Dade/Monroe. If any changes occur with the prekindergarten teacher or the paraprofessional, the school must inform Dr. San Juanita de la Cruz at M-DCPS Office of Early Childhood Programs 305-995-7645 and fax a new, updated Instructional Staff Survey of Voluntary Pre-K (VPK) Classrooms to 305-995-2604 (See Appendix J).
Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) It is required that all teachers and paraprofessionals assigned to VPK classrooms be trained in the new VPK Standards for Four-Year-Olds as this element will also be monitored. The Florida Early Learning and Developmental Standards for Four-Year-Olds are available for 2012-2013 school year. Training on the new Florida Early Learning and Developmental Standards for Four-Year-Olds will be provided by the Office of Early Childhood Programs. Observation of Instructional Practices This task will be accomplished by the Early Childhood Curriculum Support Specialists (CSS) from the Office of Early Childhood Programs. When visiting the classroom, a Prekindergarten Technical Assistance Record (TAR) form is completed and reviewed with the classroom teacher and a copy is provided for the school administrator. In Role Model Pre-K Programs, the Program Review form in the Teacher Handbook (Appendix X in the Pre-K Handbook for Children with Disabilities) or the Preschool Quality Assessment (PQA) is used. These forms are submitted to the Early Learning Coalition for compliance purposes. The following instructional practices will be observed by Curriculum Support Specialists (CSS) from the Office of Early Childhood Programs:
● At least five areas are clearly defined.
● Shelves and containers are labeled.
● Daily class schedule is posted (Adult Schedule).
● Pictorial schedule is posted at children’s eye level.
● Child’s authentic art work is at child’s eye level.
● Literacy activities are evident.
● Lesson plans must have evidence of the correlation of the VPK standards and domains. The use of dittos is not permitted in the prekindergarten classrooms during the daily routine. The HMH blackline masters may only be used for teacher use (i.e. monthly newsletters, story props, and home learning).
36
DAILY ROUTINE CURRICULUM COMPONENTS
VPK Portion of the Day: 8:20 a.m. – 11:20 a.m.
ALL daily routine components must be covered and times are not flexible
Enrichment Portion of the Day: 11:20 a.m. – 1:50 p.m. To accommodate differing lunch times…ALL daily routine components must be covered,
however, times are flexible* VPK COMPONENTS
Greeting Time: 8:20 a.m. – 8:35 a.m. (15 minutes) Greeting time provides a smooth transition from home to school and gives children and adults a chance to share important information. As children arrive quiet areas will be accessible. Daily sign-in, one-week calendar, and message of the day strategies will be implemented. Meeting Time: Oral Language & Vocabulary/Phonological Awareness 8:35 a.m. – 8:50 a.m. (15 minutes) Teacher and paraprofessional will follow the Houghton-Mifflin Harcourt (HMH) Curriculum Teacher’s Guide. Small-Groups: Literacy & Math 8:50 a.m. – 9:20 a.m. (30 minutes) 1st Group Time 8:50 a.m. – 9:05 a.m. (15 minutes) 2nd Group Time 9:05 a.m. – 9:20 a.m. (15 minutes) The teacher and paraprofessional will implement the small-group math and literacy components as indicated in the HMH Teacher’s Guide. The teacher or paraprofessional will introduce the math concepts to his/her group while the other adult reviews the literacy portion with his/her small group. The children switch adults after 15 minutes. The math component focuses on number sense, number and operations, patterns and seriation, geometry, spatial relations, measurement, and inquiry. The literacy component focuses on listening, speaking, vocabulary, sentences and structure, comprehension, print concepts, phonological awareness, and alphabet knowledge. Children construct their own knowledge of concepts as they interact and work with materials, including manipulatives. Planning Time: 9:20 a.m. – 9:30 a.m. (10 minutes) Establish a routine with children to make their center-time activities productive and organized. Children indicate what they plan to do at the center of their choice (typically discussing what they intend do first). The adult in each of the two planning groups will listen to children’s plans, clarify their intent, and help children extend their plans. Planning props should be used for interactive learning. Work/Engage Time: 9:30 a.m. – 10:15 a.m. (45 minutes) ALL CENTERS ACCESSIBLE Children carry out their initial and subsequent plans while they are encouraged to work with any of the materials in the interest areas. Adults observe and look for opportunities to support children’s activities and conversation by encouraging thinking, clarifying concepts, extending play and investigations, and facilitating as they encounter problem-solving situations. During this time, teachers should also focus on academic and social support by implementing one-to-one instruction based on data collected from assessments and observations or intervention strategies such as SST Intervention Plan or IEPs. These support strategies provide students with more intensive intervention to prevent academic failure and challenging behaviors.
37
Clean-up and Review/Reflect 10:15 a.m. – 10:30 a.m. (15 minutes) Children and adults return materials and equipment to their designated storage spaces. If a child has work in progress, an appropriate space will be provided for the project. The adult in each of the two recall groups will engage children in conversation regarding their center time experiences. Teacher and paraprofessional can also provide opportunities for reflection during the Engage (Work Time) component of center-time. Shared Reading/Book Skills 10:30 a.m. – 10:50 a.m. (20 minutes) The teacher and paraprofessional will follow the HMH curriculum Teacher’s Guide. The team uses big books that contain predictable text, repetition, and rhyme to develop comprehension and concepts about print and book, extend vocabulary, and listening comprehension. Large-Group: Music and Movement 10:50 a.m. – 11:05 a.m. (15 minutes) The teacher and paraprofessional implement activities that provide opportunities for children to construct an understanding of the physical and social world through the direct actions and experiences they have with their bodies and senses. They move in locomotor and nonlocomotor ways, express creativity in movement, describe movement, act upon movement directions, feel and express steady beat, move with objects, sing songs, play simple musical instruments, develop melody, play games, interpret fingerplays and role play, participate in story re-enactments, engage in group discussions, cooperative play, and projects. Letter Time/ Writing 11:05 a.m. – 11:20 a.m. (15 minutes) The teacher and paraprofessional will follow HMH curriculum Teacher’s Guide. Students engage in activities that develop motivation for written expression and learn the concept that print conveys meaning. Children’s knowledge of the structure of written composition is demonstrated in their dictated stories and their own beginning forms of written expression. Closing Circle/Transition to Lunch 11:20 a.m. – 11:30 a.m. (10 minutes) A time to review the day’s activities, discuss plans for the next day and have the children gather for finger plays, games, tell and reenact stories, sing songs, dance, play musical instruments, or reenact special events. Dismissal time for children who participate in the VPK Component of the Day is 11:20 a.m. Lunch may not be scheduled for VPK students prior to 11:20 a.m. All other children remain for lunch and take part in the Academic Enrichment Program
PREKINDERGARTEN ACADEMIC ENRICHMENT COMPONENTS
Lunch 11:30 a.m. – 12:00 p.m. (30 minutes) Children and adults engage in appropriate meal-time conversations. One adult remains with children during lunch time and the other adult has a 30 minute duty-free lunch break. *Story Time: Traditional 12:00 p.m. – 12:15 p.m. (15 minutes) Teacher and/or paraprofessional will present and read-aloud stories of various genres as they relate to children’s interest; providing an interesting and rewarding experience so that children form pleasant associations with literature and develop a love of reading. *Large-Group Time: Social Studies, Science, Social/Emotional, Health/Safety, Projects 12:15 p.m. – 12:35 (20 minutes) Children will be given the opportunity to expand their understanding of the world through exploration, creative arts, and projects. The teacher and paraprofessional will implement the HMH content area components and other projects of interest to the children.
38
*Afternoon Story Time and Large-Group Time must be scheduled back-to-back to accommodate full-time paraprofessional’s lunch time.
Outside Time 12:35 - 1:05 (30 minutes) ASSORTED CENTER MATERIALS ACCESSIBLE Teachers provide safe opportunities for children to engage in vigorous outdoor play and to develop their large muscle skills and coordination. Adults participate in and support children's play. Teachers will collect an assortment of materials from each center to transport outdoors and have accessible to students on a daily basis. These materials will serve as alternative activities for children who may choose to use them in lieu of or in addition to gross motor activities (i.e. books, chalk, boards, dolls, trucks, foam/paper blocks, plastic blocks, puzzles, etc.). Providing opportunities for children to utilize a variety of materials fosters learning, growth, and development through an extended plan-do-review. Rest Time 1:05 p.m. – 1:35 p.m. (30 minutes) Children have a time for quiet and solitary resting, napping, or reading. The following procedures must be adhered to during rest time:
Lighting must be sufficient for adults to visually observe and supervise children.
Maintain rest time for no more than 30 minutes daily.
The designated area in the classroom must have ample space with a minimum distance of 18 inches around individual napping spaces except a maximum of two sides of a napping space may be against a solid barrier, such as a wall.
Napping spaces must not be under furniture or against furniture that may cause a Hazard.
Napping spaces must not interfere with exit areas, which must remain clear in accordance with fire safety regulations.
ALL student activity must be monitored by the adults in the classroom at ALL times during rest time (i.e. talking, touching, moving from designated area, restroom, etc.).
All accidents and incidents which occur at school or while the child is in the care of staff must be documented on the day they occur. The documentation must be shared with the school administration and parent/guardian on the date of occurrence. Documentation must include the name(s) of the affected party, date and time of occurrence, description of occurrence, actions taken and by whom, and appropriate signatures of school staff and parent/guardian. If the parent/guardian does not pick up the child on the date of occurrence of the accident/incident, the individual authorized to pick up the child must sign and be provided a copy of the accident/incident form.
Closing Circle/Snack 1:35 p.m. - 1:50 p.m. (15 minutes) A time to review the day’s activities, discuss plans for the next day, and have the children gather for finger plays, games, tell and reenact stories, sing songs, dance, play musical instruments, or reenact special events. Student Dismissal 1:50 p.m. Planning Time for Teacher and Paraprofessional (1:50 p.m. - 3:10 p.m.) A time for the teacher and full-time paraprofessional to analyze data from assessments, discuss student observations, plan, and prepare materials for activities and/or intervention strategies for the following day(s).
39
Computer Time Every student should work on computer-assisted instructional programs for a maximum of 20 minutes daily. Lunch Time VPK requires uninterrupted instruction during the instructional portion of the day. Therefore, lunch must always be scheduled after 11:20 a.m.
STANDARD DAILY ROUTINE
8:20 a.m. - 8:35 a.m. Greeting Time: Arrival/Sign-In
8:35 a.m. – 8:50 a.m. Meeting Time: Oral Language, Vocabulary, Phonological Awareness (HMH)
8:50 a.m. – 9:05 a.m. Small-Groups: Literacy and Math (Alternating Teacher/Paraprofessional)
9:05 a.m. – 9:20 a.m. Small-Groups: Math and Literacy (Alternating Teacher/Paraprofessional)
9:20 a.m. – 9:30 a.m. Planning (two groups-teacher and paraprofessional)
9:30 a.m. – 10:15 a.m. Work Time (Centers/Areas) ALL CENTERS ACCESSIBLE
10:15 a.m. – 10:30 a.m. Clean-Up and Review/Reflect
10:30 a.m. – 10:50 a.m. Shared Reading/Book Skills (HMH)
10:50 a.m. – 11:05 a.m. Large-Group: Music and Movement
11:05 a.m. – 11:20 a.m. Letter Time/Writing (HMH)
11:20 a.m. – 11:30 a.m. Closing Circle
11:30 a.m. – 12:00 p.m. Lunch
12:00 p.m. – 12:15 p.m. Story Time
12:15 p.m. – 12:35 p.m. Large-Group Time: Social/Emotional, Social Studies, Science Projects (HMH)
12:35 p.m. – 1:05 p.m. Outside Time ASSORTMENT OF CENTER MATERIALS ACCESSIBLE
1:05 p.m. – 1:35 p.m. Rest Time
1:35 p.m. – 1:50 p.m. Closing Circle/Snack
1:50 p.m. Dismissal
1:50 p.m. – 3:10 p.m. Teacher’s Planning Time with Full-Time Paraprofessional
40
Staff Development and Instructional Support
Commitment Miami-Dade County Public Schools (M-DCPS) has a strong commitment to quality in its early childhood programs. The determination to continually provide the best quality early childhood programs for children and families must be renewed, and continuously strengthened each year. This dedication to quality begins with providing resources, professional training, and support for the teaching staff each year. Educators are being asked to master new skills and responsibilities, learn new methods of teaching, and further develop their practice. Professional development has become an integral part of the teacher’s work. The Office of Early Childhood Programs is committed to providing the best staff development available. Purpose A primary objective for all staff development activities is to provide VPK educators with a framework for examining the events and interactions of their classrooms, their own reactions, and their need for further professional growth. It is important that teachers acquire both knowledge and skills, and strengthen their dispositions for working with children to encourage life-long learning. The staff development component is designed to encourage teachers to be knowledgeable about children’s growth and development, to take a diagnostic approach to teaching, and to use specific strategies that will support and extend individual children’s thinking and learning. It is expected that teachers will be willing to take risks, learn from mistakes, participate in on-going reflection and self-examination, increase knowledge, and refine their skills. In compliance with the federal requirements to provide a developmentally appropriate curriculum for prekindergarten programs, teachers and paraprofessionals will receive training in curriculum that matches the developmental stage, age, cultural, and specific needs of individual children. Staff development activities include workshops, roundtable meetings, Teacher Education Center (TEC) in-service activities, training provided by local colleges and universities, and classroom demonstrations. ALL teachers and administrators will be notified of professional development opportunities by email. A professional development calendar for the 2012-2013 school year will be distributed by the end of September 2012. Teachers New To Prekindergarten New prekindergarten teachers and/or administrators are encouraged to contact the Office of Early Childhood Programs at 305-995-7658 to request technical assistance from a Curriculum Support Specialist (CSS). During the initial year of training, it is expected that teachers new to prekindergarten will be trained in the High/Scope Educational Approach framework, Standards for Four-Year-Olds, and the HMH Pre-K Curriculum to grow in their understanding of children and how they learn. Veteran Prekindergarten Teachers After the first year of training and practice, early childhood educators are encouraged to continue a quest for professional growth. This encourages teachers to become reflective practitioners, to develop and nurture the habit of inquiry, to continue to learn through dialogue about their practice, and to have collegial conversations among themselves and others. Instructional Support Curriculum Support Specialists (CSS) serve as a liaison between the Office of Early Childhood Programs and the VPK classrooms to provide teachers and school site personnel with support on the various components of the VPK program. The CSS provide one-on-one support,
41
professional development, coaching, modeling, assisting with proper classroom arrangement, VPK attendance procedures, fiscal documentation, ordering of materials, and responding to individual school/teacher needs.
42
3210.01 - CODE OF ETHICS All members of the School Board, administrators, teachers and all other employees of the District, regardless of their position, because of their dual roles as public servants and educators are to be bound by the following Code of Ethics. Adherence to the Code of Ethics will create an environment of honesty and integrity and will aid in achieving the common mission of providing a safe and high quality education to all District students. As stated in the Code of Ethics of the Education Profession in Florida (State Board of Education F.A.C. 6B-1.001):
A. The educator values the worth and dignity of every person, the pursuit of truth, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are the freedom to learn and to teach and the guarantee of equal opportunity for all.
B. The educator’s primary professional concern will always be for the student and for the development of the student’s potential. The educator will therefore strive for professional growth and will seek to exercise the best professional judgment and integrity.
C. Aware of the importance of maintaining the respect and confidence of one’s colleagues, students, parents, and other members of the community, the educator strives to achieve and sustain the highest degree of ethical conduct.
Further, nonacademic and elected officials are bound to accept these principles since these groups reflect critical policy direction and support services for the essential academic purpose.
Application This Code of Ethics applies to all members of the Board, administrators, teachers, and all other employees regardless of full or part time status. It also applies to all persons who receive any direct economic benefit such as membership in Board funded insurance programs. Employees are subject to various other laws, rules, and regulations including but not limited to The Code of Ethics for the Education Profession in Florida and the Principles of Professional Conduct of the Education Profession in Florida, F.A.C. Chapter 6B-1.001 and 6B-1.006, the Code of Ethics for Public Officers and Employees, found in F.S. Chapter 112, Part III, and Policy 3129, which are incorporated by reference and this Code of Ethics should be viewed as additive to these laws, rules and regulations. To the extent not in conflict with any laws, Board policies or governmental regulations, this Code of Ethics shall control with regard to conduct. In the event of any conflict, the law, regulation or Board policy shall control.
Fundamental Principles The fundamental principles upon which this Code of Ethics is predicated are as follows:
A. Citizenship – Helping to create a society based upon democratic values (e.g., rule of law, equality of opportunity, due process, reasoned argument, representative government, checks and balances, rights and responsibilities, and democratic decision-making).
B. Cooperation – Working together toward goals as basic as human survival in an increasingly interdependent world.
C. Fairness – Treating people impartially, not playing favorites, being open-minded, and maintaining an objective attitude toward those whose actions and ideas are different from our own.
D. Honesty – Dealing truthfully with people, being sincere, not deceiving them nor stealing from them, not cheating nor lying.
E. Integrity – Standing up for their beliefs about what is right and what is wrong and resisting social pressure to do wrong.
F. Kindness – Being sympathetic, helpful, compassionate, benevolent, agreeable, and gentle toward people and other living things.
G. Pursuit of Excellence – Doing their best with their talents, striving toward a goal, and not giving up.
43
H. Respect – Showing regard for the worth and dignity of someone or something, being courteous and polite, and judging all people on their merits. It takes three (3) major forms: respect for oneself, respect for other people, and respect for all forms of life and the environment.
I. Responsibility – Thinking before acting and being accountable for their actions, paying attention to others and responding to their needs. Responsibility emphasizes our positive obligations to care for each other.
Each employee agrees and pledges:
A. To abide by this Code of Ethics, making the well-being of the students and the honest performance of professional duties core guiding principles.
B. To obey local, State, and national laws, codes and regulations.
C. To support the principles of due process to protect the civil and human rights of all individuals.
D. To treat all persons with respect and to strive to be fair in all matters.
E. To take responsibility and be accountable for his/her actions.
F. To avoid conflicts of interest or any appearance of impropriety.
G. To cooperate with others to protect and advance the District and its students.
H. To be efficient and effective in the performance of job duties.
Conflicts of Interest Employees shall employ independent objective judgment in performing their duties, deciding all matters on the merits, free of partiality or prejudice and unimpeded by conflicts of interest or other improper influences. No employee shall engage in conduct which creates a conflict of interest. A conflict of interest shall be defined as a situation in which regard for a private interest tends to lead to disregard of a public duty or interest. A conflict of interest shall exist upon use by an employee of the authority of his/her office or the use of any confidential information received through his/her employment for the private pecuniary benefit of the employee, or the employee’s immediate family or a business with which the employee or a member of the employee’s immediate family has employment or ownership worth $5,000 or more, either directly or indirectly, without disclosure to the appropriate District official.
A. Financial Interest. Except as authorized in any collective bargaining agreement, an employee shall not engage, or have any interest, financial or otherwise, direct or indirect, in any business, transaction or professional entity, either as a director, officer, partner, trustee, employee, or manager in that entity, which conflicts with or impairs the proper discharge of official duties or which could bring disfavor or disrespect upon the employee or the District. Any provision of this code which requires disclosure to District officials will be satisfied by the filing of a financial disclosure statement in the form required of members of the Board.
B. Contracting Decisions. An employee shall not recommend, vote or otherwise participate in the decision to make any contract between the District and any business or entity in which the employee has a personal or financial conflict of interest. This includes contractual relationships with units of government as well as for profit and not for profit organizations such as charter schools.
C. Financial Conflict. An employee who has a financial conflict of interest because of a relationship with a business, governmental agency or not for profit institution must recuse himself/herself from any decision concerning that entity including any decision to contract or not to contract with the entity and the administration of the contract. The reason for such recusal must be stated in writing and filed with the Superintendent and the Board Attorney prior to or at the time of the action requiring the recusal.
D. Honoraria. An employee will not solicit or accept an honorarium, which is related to the employee’s job duties. "Honorarium" shall be defined consistent with F.S. 112.3149, as a payment of money or anything of value paid to the employee or on his/her behalf as consideration for an oral presentation
44
or writing other than a book.
E. Personal Advertisements. An employee shall not advertise business or professional activities on school property or use schoolwork hours, property or services to perform or promote personal, not for profit, or commercial enterprises or to campaign or raise money for any candidates for political office.
F. Employee Publications. An employee shall not participate in the review and approval of publications or materials for School District purchase by the office in which the employee is employed if the employee or a member of the employee’s immediate family is the author/editor of or has any financial interest in the sale of such publications or materials.
G. Referrals. In no situation, shall an employee refer a parent or student to a service, service provider or product in return for anything of value. Officers or employees making referrals as part of their official duties shall make referrals to more than one provider of the service or product, if available. For example, school counselors shall refer parents or students to more than one counselor or provider of medical services, if available. Additionally, an employee shall not refer a parent or student to any service, service provider, or product in which that employee has a financial interest, without first disclosing that interest to the parent or student.
H. Outside Income. Employees shall not accept any outside earned income in any situation where a reasonable person in the community could conclude that the receipt of the income would be inconsistent, incompatible or in conflict with the employee’s official duties.
I. General Limitation on Solicitation. An employee shall not solicit, directly or indirectly any payments or other benefits under circumstances that would create in the mind of a reasonable person in the community the belief that such payments or benefits were provided with the intent to improperly influence the employee’s actions. This provision does not apply to lawful campaign contributions.
J. Gifts and Gratuities. The acceptance of gifts, payments or other benefits from those with whom the District does business, regardless of profit or not for profit status, can be improper. A gift is defined as anything of value that an employee receives, or that is paid or given to another on an employee’s behalf without any payment or consideration received in return. Examples of gifts are tickets to sporting or cultural events, items of food, meals which cannot be immediately consumed such as a holiday party, use of facilities, forgiveness of debts, interests in real property, investments, or merchandise, or a rebate or discount (unless the rebate or discount is normally given to any member of the public). Employees who are in the position to make or influence a decision to spend school funds shall not solicit or accept any personal gifts, favors or benefits of more than nominal value during a calendar year from any single person or organization that might benefit from the employee’s decision. This provision does not apply to: (a) meals provided at an event at which the employee participates in a seminar or similar activity; (b) travel expenses and meals paid by a local, state, federal or foreign government agency; or (c) lawful campaign contributions.
Conduct Regarding Students Each employee:
A. shall make reasonable effort to protect the student from conditions harmful to learning and/or to the student’s mental and/or physical health and/or safety;
B. shall not unreasonably restrain a student from independent action in pursuit of learning;
C. shall not unreasonably deny a student access to diverse points of view;
D. shall not intentionally suppress or distort subject matter relevant to a student’s academic program;
E. shall not intentionally expose a student to unnecessary embarrassment or disparagement;
F. shall not intentionally violate or deny a student’s legal rights;
45
G. shall not harass or discriminate against any student on any basis prohibited by the Board or law and shall make reasonable effort to assure that each student is protected from harassment and discrimination;
H. shall not exploit a relationship with a student for personal gain or advantage;
I. shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law.
Personnel Matters
A. Confidentiality. An educator shall comply with State and Federal laws and regulations, and Board policies relating to the confidentiality of student records. Unethical conduct includes, but is not limited to, sharing of confidential information concerning student academic and disciplinary records, personal confidences, health or medical information, family status and/or income, and assessment/testing results.
B. Enforcement. Enforcement will be pursuant to State law and to Board policies, which may include penalties for violations of the Code of Ethics that will be imposed pursuant to the applicable State law or Board policy.
C. Certification. Each employee will be required to electronically sign a Certificate attached as Exhibit "A", which is incorporated by reference, certifying that the employee has read, understands and agrees to abide by this Code of Ethics as well as the state laws and Board policies and regulations cited in the Code. A failure to sign the Certificate will not excuse a failure to comply with the Code of Ethics. The certification shall be submitted according to a process determined by the Office of Human Resources, Recruiting, and Performance Management. Infractions shall be reported to the Office of Human Resources, Recruiting, and Performance Management and the Office of the Inspector General.
46
VPK Sample Learning Lessons Florida Early Learning and Developmental Standards for Four-Year-Olds
The following are sample lesson plans for the five domains correlated to the VPK educational standards. Type the link below in the address bar; it will take you directly to the lesson plan. Physical Development http://www.fldoe.org/earlylearning/pdf/HealthyFoodsCollageLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/JumpinandRollinRelay.pdf Social and Emotional Development http://www.fldoe.org/earlylearning/pdf/TheGivingBoxLessonPlan.pdf Language and Communication http://www.fldoe.org/earlylearning/pdf/HowAreYouFeelingLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/MannersLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/MayITakeYourOrderLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/OurFavoriteFoodsLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/PictureBagsLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/SortItOutLessonPlan.pdf Emergent Literacy http://www.fldoe.org/earlylearning/pdf/BrownBagItLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/CompoundWordSnakesLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/GuessingGameLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/GuessTheWordLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/LetterNamesandLetterSoundsLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/LetterSoundPlacematsLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/Letter-SoundPyramidLessonPlan.pdf
APPENDIX A
47
http://www.fldoe.org/earlylearning/pdf/Letter-SoundSortLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/Letter-SoundTrainLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/MysteryLetterGameLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/PhotoChartLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/TheNameGameLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/PuppetWordDetectivesLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/RimeTrainLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/SoundDetectiveLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/WhatDoesntBelongLessonPlan.pdf Cognitive Development and General Knowledge Mathematical Thinking http://www.fldoe.org/earlylearning/pdf/WhatDoesntBelongLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/ApplesandOrangesLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/BirthdayWishesLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/CinderellaDressedinYellowLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/CircleTriangleRectangleSquareISeeShapesEverywhereLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/DiagonalHorizontalVerticalLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/DogBonePatternsLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/FlowerPowerLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/FruityPatternsLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/HowManyAreThereLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/HowManyBeadsAreLeftLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/HowManySidesCanWeCountLessonPlan.pdf
48
http://www.fldoe.org/earlylearning/pdf/ISeeLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/ItsaSnowmanKindofDay.pdf http://www.fldoe.org/earlylearning/pdf/LadybugsLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/MouseCountAdditionandSubtractionLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/OldMacDonaldsCountingFarmLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/OneTwoTieMyShoeLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/PaperChainPatternsLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/SeaCreaturesLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/ShapesAllAroundLessonUsPlans.pdf http://www.fldoe.org/earlylearning/pdf/SimoneSaysLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/SpongePaintShapesLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/TenBearsRidingonaSledLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/TenLittleSpottedFrogsLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/TheLittleRedHenLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/Tie-DyedButterflliesLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/WhatComesNextLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/WhatILikeAboutMeGraphingLessonPlan.pdf http://www.fldoe.org/earlylearning/pdf/WormyWormsLessonPlan.pdf Scientific Inquiry http://www.fldoe.org/earlylearning/pdf/SeedsLessonPlan.pdf Social Studies http://www.fldoe.org/earlylearning/pdf/TheSameyetDifferentCelebratingInclusionLessonPlan.pdf
49
Houghton Mifflin Harcourt (HMH) Classroom Materials and Resources
Houghton Mifflin Pre-K Curriculum Themes 1 through 10 Houghton Mifflin Alphafriends Letters and Language Kit Houghton Mifflin Sing and Share Kit Houghton Mifflin Pre-K Math Manipulatives Kit Houghton Mifflin Pre-K Early Growth Indicators Benchmark Assessment Booklet Houghton Mifflin online Teacher’s Resources and Materials for VPK website is www.eduplace.com/prek (includes HMH/VPK Standards Correlation) http://highscope.org/file/Assessment/StateAlignments/FLke_corAlign.pdf Houghton Mifflin Pre-K Where Bright Futures Begin!
Themes Theme 1 Welcome to School Theme 2 My Family, My Community Theme 3 My Five Senses Theme 4 Seasons All Around Theme 5 Animals Everywhere Theme 6 Construction Zone Theme 7 In the City, In the Country Theme 8 Let’s Move! Theme 9 Growing Like Me Theme 10 Ready for Kindergarten
APPENDIX B
50
Houghton Mifflin Harcourt (HMH) Pre K Components
ITEM QUANTITY
Core Program
30 Big Books
10 Read Aloud Books
10 Teacher’s Books
10 Audio CDs for Literature and Music
40 Rhyme and Chant Posters
70 Oral Language Cards
10 Red Plastic, Theme Boxes per teacher (Themes 1-10) Contains materials listed under the core.
Professional Development Handbook One per teacher
Pre-K Benchmark Assessment One per teacher
Alphafriends Letters and Language Kit
ABC Center Ideas
Alphafriends ABC Wall Display
Alphafriends Big Book
Alphafriends Cards
Alphafriends CD
Alphafriends Take-Home Books
Build-a-Letter Parts and Cards
Letters Cards
Picture Cards
One kit per teacher
Sing and Share Kit
Sing and Share CD
Sing and Share Flipchart
Sing and Share Activities Book
One kit per teacher
Math Manipulatives Kit
Attribute Blocks
Bucket Balance
Color Cubes
Geometric Solids
Graphing Mat
Jumbo Coin Set
Mama Bear Counters
Number Line
Papa Bear Counters
One set of manipulatives per teacher, stored in its own container.
www.eduplace.com Pre-K resources for each theme
APPENDIX C
51
Standard Descriptor Citations
I. Physical Development Standards
A. Health and Wellness
1. Shows characteristics of good health to
facilitate learning
Theme 9: TE: 57
2. Shows visual abilities to facilitate learning and
healthy growth and development
N/A
3. Demonstrates auditory ability to facilitate
learning and healthy growth and development
N/A
4. Demonstrates characteristics of good oral
health and performs oral hygiene routines
Theme 1: TE: 51 Theme 9: TE: 93
5. Shows familiarity with health care providers in
relation to health and wellness
Theme 2: TE: 117
6. Demonstrates self-control, interpersonal, and
social skills in relation to mental health
Theme 1: TE: 32, 50, 74, 104, 134, 146
Theme 10: TE: 32, 74, 92, 116
7. Shows basic physical needs are met N/A
8. Actively takes part in basic health and safety
routines
Theme 6: TE: 99
9. Participates in physical fitness activities Theme 5: TE: 75 Theme 8: TE: 57
10. Makes healthy food choices Theme 1: TE: 51 Theme 3: TE: 33, 141
Theme 5: TE: 135 Theme 7: TE: 57, 141
Theme 10: TE: 53
B. Self-Help
1. Actively participates in self-care N/A
2. Helps carry out classroom routines Theme 1: TE: 12–13, 116, 134
Theme 2: TE: 12–13 Theme 3: TE: 12–13
Theme 4: TE: 12–13 Theme 5: TE: 12–13
C Gross Motor Development
1. Demonstrates increasing motor control and
balance
Theme 1: TE: 123 Theme 2: TE: 141
Theme 3: TE: 37, 49, 75 Theme 4: TE: 33
Theme 6: TE: 57, 75, 141 Theme 10: TE: 93
2. Demonstrates the ability to combine
movements for gross motor skills
Theme 3: TE: 57 Theme 4: TE: 135
Theme 6: TE: 57, 75, 141 Theme 8: TE: 33, 93, 135
Theme 10: TE: 93
D. Fine Motor Development
1. Demonstrates increasing control of small motor
muscles to perform simple tasks
Theme 3: TE: 51, 117 Theme 7: TE: 75
Theme 9: TE: 75, 117
2. Uses eye-hand coordination to perform fine
motor tasks
Theme 3: TE: 51, 117 Theme 7: TE: 75
Theme 9: TE: 75, 117
3. Shows beginning control of writing by using
various drawing and art tools with increasing
coordination
Theme 1: TE: 48, 90, 132, 135, 144
Theme 2: TE: 114 Theme 3: TE: 72, 144
Theme 4: TE: 114 Theme 5: TE: 30
Theme 6: TE: 90 Theme 7: TE: 72, 78, 114
Theme 8: TE: 48, 72, 78, 114 Theme 9: TE: 32
Theme 10: TE: 30, 48, 60, 72, 102, 132
Houghton Mifflin Harcourt
HMH Pre-K Correlated to the
Florida Early Learning and Developmental Standards for Four-Year-Olds
Grade Pre-K
APPENDIX D
52
Standard Descriptor Citations
II. Approaches to Learning Standards
A. Eagerness and Curiosity
1. Shows curiosity and is eager to learn new
things and have new experiences
Theme 1: TE: 48, 120 Theme 2: TE: 96, 102
Theme 3: TE: 30, 96, 114 Theme 4: TE: 30, 60, 114, 120
Theme 5: TE: 30 Theme 6: TE: 48
Theme 7: TE: 36, 96, 138 Theme 8: TE: 48, 96
Theme 9: TE: 132
Theme 10: TE: 32, 50, 62, 90, 116, 146
B. Persistence
1. Attends to tasks for a brief period and seeks
help when needed
Theme 1: TE: 96, 120 Theme 2: TE: 79, 102
Theme 3: TE: 30, 96, 114 Theme 4: TE: 48, 114, 120
Theme 5: TE: 114 Theme 6: TE: 97, 102
Theme 7: TE: 36, 96, 138 Theme 9: TE: 132
Theme 10: TE: 48, 90, 120
C. Creativity
1. Approaches daily activities with creativity Theme 1: TE: 48, 54, 96, 120, 138
Theme 2: TE: 78, 96, 102 Theme 3: TE: 30, 96, 103, 114
Theme 4: TE: 30, 60, 114, 120 Theme 5: TE: 30
Theme 6: TE: 48, 97 Theme 7: TE: 36, 96, 138
Theme 8: TE: 48, 96 Theme 9: TE: 132
Theme 10: TE: 32, 50, 62, 90, 116, 146
D. Planning and Reflection
1. Shows initial signs of planning and learning
from their experiences
Theme 1: TE: 54, 57, 96, 120, 138, 144
Theme 2: TE: 78, 79
Theme 3: TE: 30, 96, 103, 114
Theme 4: TE: 30, 36, 48, 60, 114, 120
Theme 5: TE: 30
Theme 6: TE: 48, 97, 102
Theme 7: TE: 36, 96, 138
Theme 8: TE: 48, 96
Theme 9: TE: 132
Theme 10: TE: 48, 62, 90, 120
III. Social and Emotional Development
A. Self-Regulation
a. Affective
1.2 Demonstrates growing autonomy and
independence, indicated by increasing self-care
and willing participation in daily routines,
when given a consistent and predictable
environment
Theme 1: TE: 12–13, 116, 134 Theme 2: TE: 12–13
Theme 3: TE: 12–13 Theme 4: TE: 12–13
Theme 5: TE: 12–13 Theme 6: TE: 12–13
Theme 7: TE: 12–13 Theme 8: TE: 12–13
Theme 9: TE: 12–13 Theme 10: TE: 12–13
2. Begins to recognize, then internally manage
and regulate, the expression of emotions both
positive and negative, with teacher support and
multiple experiences over time
Theme 1: TE: 32, 50, 74, 104, 116, 134, 146
Theme 3: TE: 32, 50, 74, 134, 146
Theme 4: TE: 32, 50, 134, 146
Theme 5: TE: 32
Theme 6: TE: 62, 74, 92, 104, 116, 134, 146 Theme 7: TE: 74
Theme 8: TE: 74, 104
53
Standard Descriptor Citations
b. Life/Adaptive
1. Follows simple rules, agreements, and familiar
routines with teacher support
Theme 1: TE: 93, 116, 124, 140 Theme 3: TE: 50, 117
Theme 4: TE: 74, 92, 104, 116 Theme 9: TE: 116
Theme 10: TE: 28
2. Begins to use materials with increasing care
and safety
Theme 1: TE: 40, 54, 60, 78, 90, 120, 138
Theme 2: TE: 79, 102 Theme 3: TE: 96
Theme 4: TE: 48, 114 Theme 5: TE: 114
Theme 6: TE: 54, 102, 132 Theme 7: TE: 138
Theme 8: TE: 60, 96, 132 Theme 9: TE: 48, 120
Theme 10: TE: 96
3. Adapts to transitions with increasing
independence
Theme 1: TE: 30, 51, 58, 72, 112, 124
Theme 10: TE: 32, 74, 92, 116, 140, 141, 142
B. Relationships
a. Self
1. Shows increasing confidence in their own
abilities
Theme 1: TE: 57, 96, 138, 144 Theme 2: TE: 78
Theme 3: TE: 30, 120 Theme 4: TE: 120
Theme 5: TE: 30, 72 Theme 6: TE: 97, 102
Theme 7: TE: 36, 96, 138 Theme 8: TE: 96
Theme 10: TE: 50, 116, 146
b. Peers
1. Interacts with and develops positive
relationship with peers
Theme 1: TE: 74, 104Theme 2: TE: 74, 92
2. Develops special friendships Theme 1: TE: 75, 100, 102, 104
3. Shows care and concern for others Theme 1: TE: 94, 100, 104 Theme 2: TE: 104
Theme 3: TE: 62, 74, 134, 146 Theme 4: TE: 50, 62, 116
Theme 5: TE: 74, 104 Theme 6: TE: 92
Theme 7: TE: 104, 116 Theme 8: TE: 62, 74
Theme 10: TE: 92
c. Adults
1. Develops positive relationships and interacts
comfortably with familiar adults
Theme 2: TE: 146 Theme 7: TE: 50
C. Social Problem Solving
1. Shows developing ability to solve social
problems with support from familiar adults
Theme 6: TE: 62, 74
Theme 7: TE: 146
Theme 8: TE: 104
2. Develops an initial understanding of bullying,
with support from familiar adults
N/A
IV. Language, Communication, and Emergent Literacy
A. Listening and Understanding
1. Increases knowledge through listening
Benchmark
a Child shows understanding by asking and
answering relevant questions, adding
comments relevant to the topic, and reacting
appropriately to what is said.
Theme 1: TE: 28, 29, 35, 62 Theme 2: TE: 32, 38, 50, 112
Theme 3: TE: 32, 54, 122, 146 Theme 4: TE: 32, 50, 62, 92, 116
Theme 5: TE: 32, 50, 74, 116, 134, 146
Theme 6: TE: 32, 50, 62, 98, 104, 116, 122
Theme 7: TE: 32, 50, 74, 104, 146 Theme 8: TE: 32, 50
Theme 9: TE: 62, 104, 116 Theme 10: TE: 32
54
Standard Descriptor Citations
2. Follows multi-step directions
Benchmark
a
Child achieves mastery of two-step directions
and usually follows three-step directions, with
teacher support and multiple experiences over
time.
Theme 8: TE: 112, 119, 124
B. Speaking
1. Speech is understood by both a familiar and an
unfamiliar peer or adult
Benchmark
a
Child’s speech is understood by both a familiar
and an unfamiliar adult
The Oral Language and Vocabulary and Center Time activities
provide opportunities for children to practice understandable
speech. Representative pages:
Theme 1: TE: 28, 29, 35, 62, 98
Theme 2: TE: 32, 38, 70, 112
Theme 3: TE: 32, 54, 122, 146
Theme 4: TE: 32, 50, 62, 92, 116
Theme 5: TE: 32, 38, 70, 116, 134, 146
Theme 6: TE: 32, 58, 62, 98, 104, 116, 122
Theme 7: TE: 32, 50, 74, 94, 104, 146
Theme 8: TE: 32, 50, 52, 94
Theme 9: TE: 62, 82, 104, 116
Theme 10: TE: 32
C. Vocabulary
1. Shows an understanding of words and their meanings
Benchmark
a
Child has age-appropriate vocabulary across
many topic areas and demonstrates a wide
variety of words and their meanings within
each area (e.g., world knowledge: names of
body parts, feelings, colors, shapes, jobs, tools,
plants, animals and their habitats, and foods;
words that describe: adjectives, verbs, and
adverbs).
Theme 1: TE: 28, 34, 98, 118, 136
Theme 2: TE: 28, 34, 48, 70
Theme 3: TE: 28, 33, 40
Theme 5: TE: 38, 70
Theme 6: TE: 58, 70, 82, 94, 112
Theme 7: TE: 34, 57, 94
Theme 8: TE: 52, 58, 94
Theme 9: TE: 82
Benchmark
b
Child has mastery of functional and
organizational language of the classroom (e.g.,
same and different, in front of and behind, next
to, opposite, below).
Theme 1: TE: 73, 79, 91, 97, 103
Theme 8: TE: 31, 37, 73, 79
Benchmark
c
Child understands or knows the meaning of
many thousands of words including
disciplinary words, (e.g., science, social
studies, math, and literacy) many more than he
or she routinely uses (receptive language).
Theme 1: TE: 37, 49, 55, 61, 115, 115, 120, 121, 133, 139
Theme 2: TE: 28, 34, 48, 51, 53, 75, 80, 95
Theme 3: TE: 28, 31, 33, 93, 141
Theme 4: TE: 34, 40, 57
Theme 5: TE: 38, 136
Theme 6: TE: 94, 112, 136, 142
Theme 7: TE: 34, 52, 57
Theme 9: TE: 34, 40, 52, 76, 82, 112
2. Shows increased vocabulary to describe many objects, actions, and events
55
Standard Descriptor Citations
Benchmark
a
Child uses a large speaking vocabulary, adding
new words weekly.
Representative pages: Theme 1: TE: 28, 34, 98, 118, 136
Theme 2: TE: 28, 34, 48, 75 Theme 3: TE: 28, 30, 141
Theme 4: TE: 40, 57 Theme 5: TE: 38, 48, 58, 78, 100
Theme 6: TE: 28, 112, 117, 136, 142
Theme 7: TE: 34, 52, 76, 82, 98, 112, 142
Theme 8: TE: 34, 38, 136 Theme 9: TE: 28, 112
Theme 10: TE: 58, 80, 100
Benchmark
b
Child uses category labels (e.g., fruit,
vegetable, animal, transportation, tools).
Theme 3: TE: 40
Theme 6: TE: 28, 112
Theme 7: TE: 57, 136
Benchmark
c
Child uses a variety of word meaning
relationships (e.g., part-whole, object-function,
object-location).
Theme 1: TE: 73, 79, 91, 97, 103
Theme 6: TE: 118
Theme 7: TE: 55, 61
D. Sentences and Structure
1. Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences
Benchmark
a
Child typically uses complete sentences of four
or more words, usually with subject, verb, and
object order.
Theme 1: TE: 28, 30, 58, 60, 76, 80, 103, 104, 116, 124, 140
Theme 2: TE: 28, 30, 38, 58, 76, 80, 98, 112, 120, 142
Theme 3: TE: 32, 74, 116, 134
Theme 4: TE: 50, 74, 92, 116
Theme 5: TE: 32, 116, 146
Theme 6: TE: 56, 76, 80, 142
Theme 7: TE: 28, 40, 70, 82, 118
Theme 8: TE: 34, 70, 82
Theme 9: TE: 34, 58, 76, 100, 142
Theme 10: TE: 28, 58, 112, 124, 136, 140
Benchmark
b
Child uses regular and irregular plurals, regular
past tense, personal and possessive pronouns,
and subject-verb agreement.
N/A
2. Connects phrases and sentences to build ideas
Benchmark
a
Child uses sentences with more than one
phrase.
N/A
Benchmark
b
Child combines more than one idea using
complex sentences.
N/A
Benchmark
c
Child combines sentences that give lots of
detail, sticks to the topic, and clearly
communicates intended meaning.
N/A
E. Conversation
1. Uses language to express needs and feelings, share experiences, predict outcomes, and resolve problems
Benchmark
a
Child demonstrates varied uses of language
(e.g., requesting, commenting, using manner
words, problem-solving).
Representative pages:
Theme 1: TE: 28, 29, 35, 52, 62, 74
Theme 2: TE: 32, 38, 50, 112
Theme 3: TE: 32, 54, 122, 146
Theme 4: TE: 32, 50, 62, 92, 116
Theme 5: TE: 32, 50, 58, 74, 116, 134, 146
Theme 6: TE: 32, 50, 62, 98, 104, 116, 122
Theme 7: TE: 32, 50, 74, 104, 146
Theme 8: TE: 32, 50
Theme 9: TE: 62, 104, 116 Theme 10: TE: 32
56
Standard Descriptor Citations
2. Initiates, ask questions, and responds to adults and peers in a variety of settings
Benchmark
a Child follows another’s conversational lead,
appropriately initiates or terminates
conversations, or appropriately introduces new
content.
Theme 1: TE: 30, 62, 74, 104, 116, 134, 146
Theme 2: TE: 32, 50, 62, 116 Theme 4: TE: 32, 50, 62, 116
Theme 5: TE: 32, 50, 58, 104 Theme 6: TE: 32, 48, 50, 72
Theme 7: TE: 104, 116, 134, 146 Theme 8: TE: 50, 74, 134, 146
Theme 9: TE: 50, 116, 146 Theme 10: TE: 104, 134, 146
Benchmark
b
Child provides appropriate information for the
setting (e.g., introduces himself or herself,
requests assistance, answers questions by
providing name and address to a police officer
or other appropriate adult).
Theme 1: TE: 36, 74
Theme 10: TE: 94, 135
3. Uses appropriate language and style for context
Benchmark
a
Child demonstrates knowledge of verbal
conversational rules (e.g., appropriately takes
turns, does not interrupt, uses appropriate
verbal expressions, and uses appropriate
intonation).
Theme 1: TE: 30, 62, 74, 104, 116, 134, 146
Theme 2: TE: 32, 50, 62, 116 Theme 4: TE: 32, 50, 62, 116
Theme 5: TE: 32, 50, 58, 104 Theme 6: TE: 32, 48, 50, 72
Theme 7: TE: 104, 116, 134, 146 Theme 8: TE: 50, 74, 134, 146
Theme 9: TE: 50, 116, 146 Theme 10: TE: 104, 134, 146
Benchmark
b
Child demonstrates knowledge of nonverbal
conversational rules (e.g., appropriate eye
contact, appropriate facial expressions,
maintaining a comfortable distance in
conversation).
Theme 1: TE: 56
Benchmark
c
Child matches language to social and academic
contexts (e.g., uses volume appropriate to
context, addresses adults more formally than he
or she addresses other children, and uses the
more formal academic language of the
classroom).
Theme 1: TE: 28, 30, 74
Theme 3: TE: 36
Theme 10: TE: 94, 135
F. Emergent Reading
1. Shows motivation for reading
Benchmark
a
Child enjoys reading and reading-related
activities (e.g., selects reading and reading-
related activities when given a choice, pretends
to read to others).
Theme 1: TE: 30 Theme 2: TE: 120
Theme 4: TE: 114 Theme 5: TE: 72
Theme 6: TE: 30, 72, 144 Theme 7: TE: 30, 72, 102, 114
Theme 8: TE: 30, 60, 72, 102, 132 Theme 9: TE: 30, 72, 114
Theme 10: TE: 54, 7
Benchmark
b
Child interacts appropriately with books and
other materials in a print-rich environment.
Theme 1: TE: 121
Theme 7: TE: 121
Theme 9: TE: 121
Benchmark
c
Child asks to be read to or asks the meaning of
written text.
N/A
2. Shows age-appropriate phonological awareness
Benchmark
a
Child can distinguish individual words within
spoken phrases or sentences.
Theme 6: TE: 79
Benchmark
b
Child combines words to make a compound
word (e.g.,“foot” + “ball” = “fooTE:all”)
N/A
Benchmark
c
Child deletes a word from a compound word
(e.g., “starfish”– “star” = “fish”).
N/A
57
Standard Descriptor Citations
Benchmark
d
Child combines syllables into words (e.g., “sis”
+ “ter” =“sister”).
Theme 2: TE: 112, 136, 142 Theme 3: TE: 136
Theme 4: TE: 28, 136, 142
Benchmark
e
Child can delete a syllable from a word (e.g.,
“trumpet” – “trum” = “pet” or “candy” – “dy”
= “can”).
N/A
Benchmark
f
Child combines onset and rime to form a
familiar one-syllable word with and without
pictorial support (e.g., when shown several
pictures, and adult says /c/ + “at,” child can
select the picture of the cat).
Theme 3: TE: 133
Theme 8: TE: 49, 52, 70, 76, 91, 100, 112, 118, 124, 133, 136
3. Shows alphabetic knowledge
Benchmark
a
Benchmark a Child recognizes almost all
letters when named (e.g., when shown a group
of letters, can accurately identify the letter that
is named).
Theme 1: TE: 31, 32, 38, 50, 56, 62, 73, 74, 80, 92, 98, 104,
116, 122, 134, 140, 146
Theme 2: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 3: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 4: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 5: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 6: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 7: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 8: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 9: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 10: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116,
122, 134, 140, 146
Benchmark
a
Child names most letters (e.g., when shown an
uppercase or lowercase, can accurately say its
name).
Theme 1: TE: 31, 32, 38, 50, 56, 62, 73, 74, 80, 92, 98, 104,
116, 122, 134, 140, 146
Theme 2: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 3: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 4: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 5: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 6: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 7: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 8: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 9: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116, 122,
134, 140, 146
Theme 10: TE: 32, 38, 50, 56, 62, 74, 80, 92, 98, 104, 116,
122, 134, 140, 146
58
Standard Descriptor Citations
Benchmark
c
Child recognizes some letter sounds (e.g.,
when shown a group of letters, can accurately
identify the letter of the sound given).
Theme 4: TE: 34, 40, 49, 58, 70, 76, 82, 91, 94, 100, 112, 118,
133,136, 142
Theme 5: TE: 28, 34, 40, 49, 52, 58, 70, 76, 82, 91, 94, 100,
112, 118, 124, 133, 136, 142
Theme 6: TE: 28, 34, 40, 49, 52, 58, 70, 76, 82, 91, 94, 100,
112, 118,124, 133, 136, 142
Theme 7: TE: 28, 40, 52, 58, 70, 76, 82, 91, 94, 100, 112, 124,
133,136, 142
Theme 8: TE: 28
Theme 10: TE: 70, 76, 82, 91, 94, 100
Benchmark
d
Child names some letter sounds (e.g., when
shown a letter, can accurately say the sound the
letter makes).
Theme 4: TE: 34, 40, 49, 58, 70, 76, 82, 91, 94, 100, 112, 118,
133,136, 142
Theme 5: TE: 28, 34, 40, 49, 52, 58, 70, 76, 82, 91, 94, 100,
112, 118, 124, 133, 136, 142
Theme 6: TE: 28, 34, 40, 49, 52, 58, 70, 76, 82, 91, 94, 100,
112, 118,124, 133, 136, 142
Theme 7: TE: 28, 40, 52, 58, 70, 76, 82, 91, 94, 100, 112, 124,
133,136, 142
Theme 8: TE: 28
Theme 10: TE: 70, 76, 82, 91, 94, 100
4. Demonstrates comprehension of text read aloud
Benchmark
a
Child retells or reenacts a story after it is read
aloud.
Theme 1: TE: 55, 77, 95, 101, 139
Theme 2: TE: 53, 55, 95, 97 Theme 3: TE: 95, 119, 125
Theme 4: TE: 53 Theme 5: TE: 55, 78
Theme 6: TE: 77, 137 Theme 7: TE: 77, 119
Theme 8: TE: 77
Benchmark
b
Child asks and answers appropriate questions
about the story (e.g., “What just happened?”
“What might happen next?” “What would
happen if…?” “What was so silly about…?”
“How would you feel if you…?).
Theme 1: TE: 44, 46, 59, 63, 77, 81, 83, 84, 86, 88, 101, 125,
126, 128,130
Theme 2: TE: 35, 41, 42, 44, 46, 59, 63, 77, 83, 84, 86, 88,
101, 105,125, 126, 128, 130, 143
Theme 3: TE: 39, 41, 42, 44, 46, 71, 77, 81, 83, 84, 86, 88,
101, 105, 113, 119, 125, 126, 128, 130
Theme 4: TE: 29, 41, 42, 44, 46, 71, 77, 83, 84, 86, 88,
101,125, 126, 128, 130
Theme 5: TE: 41, 42, 44, 46, 59, 63, 71, 77, 83, 84, 86, 88,
101, 125,126, 128, 130, 143
Theme 6: TE: 41, 42, 44, 46, 71, 77, 83, 84, 86, 88, 113, 119,
125, 126, 128, 130
Theme 7: TE: 39, 41, 42, 44, 46, 59, 77, 83, 84, 86, 101, 113,
119, 125,126, 128, 130, 143, 147
Theme 8: TE: 29, 35, 41, 42, 44, 46, 59, 63, 71, 77, 81, 83, 84,
86, 88,101, 113, 119, 125, 126, 128, 130
Theme 9: TE: 41, 42, 44, 46, 59, 83, 84, 86, 88, 113, 125, 126,
128, 130
Theme 10: TE: 41, 42, 44, 46, 59, 83, 84, 86, 88, 101, 125,
126, 128,130
59
Standard Descriptor Citations
G. Emergent Writing
1. Shows motivation to engage in written expression
Benchmark
a
Child demonstrates understanding of the
connections among their own ideas,
experiences, and written expression.
Theme 1: TE: 57, 63, 75 Theme 2: TE: 57, 63, 147
Theme 3: TE: 78 Theme 4: TE: 105, 147
Theme 5: TE: 63, 147 Theme 6: TE: 63, 105
Theme 7: TE: 48 Theme 8: TE: 57, 63, 147
Theme 9: TE: 57, 63, 147 Theme 10: TE: 57, 63, 147
Benchmark
b
Child intentionally uses scribbles/writing to
convey meaning (e.g., signing artwork,
captioning, labeling, creating lists, making
notes).
Theme 1: TE: 63
Theme 2: TE: 63, 90
Theme 3: TE: 51, 63, 78, 93, 132
Theme 4: TE: 54, 78, 105, 147
Theme 5: TE: 30, 96, 138
Theme 6: TE: 63, 105, 147
Theme 7: TE: 48
Theme 8: TE: 63, 105, 147
Theme 9 TE: 60, 63, 105, 144
Theme 10: TE: 72, 102
2. Uses scribbling, letter-like shapes, and letters that are clearly different from drawing to represent thoughts
and ideas
Benchmark
a
Child independently uses letter-like shapes or
letters to write words or parts of words.
Theme 1: TE: 63, 144 Theme 3: TE: 51, 78, 93
Theme 4: TE: 54, 78, 105 Theme 5: TE: 30, 96, 138, 147
Theme 6: TE: 63, 105, 147 Theme 7: TE: 48
Theme 8: TE: 63, 105, 147 Theme 9: TE: 63, 144
Theme 10: TE: 72, 102
Benchmark
b
Child writes own name (e.g., first name, last
name, or frequent nickname), not necessarily
with full correct spelling or well-formed letters.
Theme 1: TE: 63, 144 Theme 2: TE: 36, 78, 114
Theme 3: TE: 48 Theme 10: TE: 30, 132
3. Demonstrates age-appropriate ability to write letters
Benchmark
a
Child independently writes some letters on
request.
Theme 1: TE: 60, 144
Theme 2: TE: 36, 40, 78, 92, 102, 114, 140
Theme 3: TE: 72, 78, 116, 132, 140
Theme 4: TE: 50, 54, 57, 99, 134, 141
Theme 5: TE: 96
Theme 6: TE: 57, 114, 141
Theme 7: TE: 32, 38, 92, 98, 134
Theme 8: TE: 56, 98, 99, 105, 116, 141
Theme 9: TE: 32, 34, 38, 50, 56, 80, 92, 105, 122
Theme 10: TE: 50, 56, 92, 134, 140
4. Demonstrates knowledge of purposes, functions, and structure of written composition
Benchmark
a
When writing or dictating, child uses
appropriate writing conventions (e.g., a letter
starts with “Dear”; or a story with a beginning,
middle, and end).
N/A
60
Standard Descriptor Citations
V. Cognitive Development and General Knowledge
A. Mathematical Thinking
a. Number Sense
1. Demonstrates understanding of one-to-one correspondence
Benchmark
a
Child demonstrates one-to-one correspondence
when counting.
Theme 2: TE: 31, 49
Theme 5: TE: 73
Theme 10: TE: 79
Benchmark
b
Child demonstrates one-to-one correspondence
to determine if two sets are equal.
Theme 2: TE: 37
Theme 5: TE: 73
2. Shows understanding of how to count and construct sets
Benchmark
a
Child counts sets in the range of 10 to 15
objects.
Theme 2: TE: 37, 55, 61 Theme 3: TE: 115
Theme 4: TE: 145 Theme 8: TE: 97
Benchmark
b
Child constructs sets in the range of 10 to 15
objects.
N/A
3. Shows understanding by participating in the comparison of quantities
Benchmark
a
Child compares two sets to determine if they
are equal.
Theme 2: TE: 37, 49, 97, 103
Theme 4: TE: 139
Theme 8: TE: 97
Benchmark
b
Child compares two sets to determine if one set
has more.
Theme 2: TE: 37, 55, 91
Theme 8: TE: 61
Theme 8: TE: 97
Benchmark
c
Child compares two sets to determine if one set
has fewer.
Theme 2: TE: 49
Benchmark
d
Child determines one set of objects is a lot
more than another set of objects.
N/A
4. Assigns and relates numerical
representations among numerals (written),
sets of objects, and number names(spoken)
from zero to 10
Theme 2: TE: 133, 139
Theme 3: TE: 139, 145
5. Counts and knows the sequence of number names (spoken)
Benchmark
a
Child counts and recognizes number names
(spoken) in the range of 10 to 15.
N/A
Benchmark
b
Child counts up through 31 by understanding
the pattern of adding by one, with teacher
support and multiple experiences over time.
Theme 10: TE: 79
6. Shows understanding of and uses appropriate terms to describe ordinal positions
Benchmark
a
Child demonstrates the concept of ordinal
position with concrete objects (e.g., children or
objects).
Theme 2: TE: 115, 121
Theme 4 TE: 31, 37
Theme 8: TE: 139
Theme 10: TE: 73
Benchmark
b
Child names ordinal positions (e.g., first,
second, third, fourth, fifth).
Theme 3: TE: 133
Theme 4 TE: 31, 37
Theme 8: TE: 139
Theme 10: TE: 73
61
Standard Descriptor Citations
b. Number and Operations
1. Shows understanding of how to combine sets and remove from a concrete set of objects (receptive
knowledge)
Benchmark
a
Child indicates there are more when combining
(adding) sets of objects.
Theme 2: TE: 61 Theme 4 TE: 55, 61, 73, 79, 91, 121
Theme 7: TE: 31, 37 Theme 8: TE: 145
Benchmark
b
Child indicates there are less (fewer) when
removing (subtracting) objects from a set.
Theme 7: T
Theme 4 TE: 121
Theme 8: TE: 145
2. Shows understanding of addition and subtraction using a concrete set of objects (expressive knowledge) or
story problems found in everyday classroom activities
Benchmark
a
Child combines sets of objects to equal a set no
larger than10.
Theme 7: TE: 31, 37 Theme 4 TE: 55, 61, 73, 79, 91, 121
Theme 8: TE: 145 Theme 9: TE: 61, 103
Benchmark
b
Child removes objects from a set no larger than
10.
Theme 7: TE: 31, 37 Theme 4: TE: 121
Theme 8: TE: 145 Theme 9: TE: 103
Benchmark
c
Child uses concrete objects (e.g., fingers,
blocks) to solve complex problems.
Theme 4 TE: 133 Theme 7: TE: 31, 37
Theme 8: TE: 145 Theme 9: TE: 61, 103
3. Begins to develop an understanding of
separating a set into a maximum of four parts,
with teacher support and multiple experiences
over time
Theme 7: TE: 49, 55, 61
Theme 8: TE: 103
Theme 9: TE: 139, 145
c. Patterns and Seriation
1. Understands characteristics of patterns and non-patterns and begins to reproduce them with at least two
elements (e.g., red/blue, red/blue versus a non-pattern like a rainbow)
Benchmark
a
Child recognizes patterns and non-patterns. Theme 3: TE: 31, 55, 73, 79
Theme 9: TE: 73, 79
Theme 10: TE: 31, 37
Benchmark
b
Child duplicates identical patterns with at least
two elements.
Theme 3: TE: 31, 37, 61, 73, 79
Theme 9: TE: 73, 79
Theme 10: TE: 31, 37
Benchmark
c
Child recognizes pattern units (e.g., red/blue is
the pattern unit of a red/ blue/red/blue/red/blue
pattern; dog/cat/cow is the pattern unit of a
dog/cat/cow/dog/cat/ cow pattern)
Theme 3: TE: 31, 5, 61, 73, 79, 97, 121
Theme 6: TE: 145
Theme 9: TE: 73, 79
Theme 10: TE: 31, 37
Benchmark
d
Child begins to independently produce patterns
with at least two elements (e.g., red/blue,
red/blue), with teacher support and multiple
experiences over time.
Theme 3: TE: 49, 61, 91, 97, 121
Theme 6: TE: 103, 145
Theme 9: TE: 73, 79
Theme 10: TE: 31
2. Sorts, orders, compares, and describes objects according characteristics or attribute(s) (seriation)
Benchmark
a
Child places objects in increasing order of size
where the increasing unit is constant (e.g., unit
blocks).
Theme 6: TE: 73, 139
Benchmark
b
Child verbalizes why objects were placed in
order (e.g., describes process of how and why),
with teacher support and multiple experiences
over time.
Theme 3: TE: 31, 55, 61, 73, 79, 91, 97, 103
Theme 6: TE: 73, 139
62
Standard Descriptor Citations
d. Geometry
1. Understands various two-dimensional shapes, including circle, triangle, square, rectangle, oval, and other
less common shapes (e.g., trapezoid, rhombus)
Benchmark
a
Child categorizes (sorts) examples of two-
dimensional shapes.
Theme 1: TE: 49, 61
Benchmark
b
Child names two-dimensional shapes. Theme 1: TE: 31, 37, 55, 61
Theme 8: TE: 55
Theme 10: TE: 133
Benchmark
c
Child constructs examples of two-dimensional
shapes.
Theme 1: TE: 31, 55
Theme 2: TE: 79
Benchmark
d
Child identifies the number of sides of two-
dimensional shapes.
Theme 1: TE: 37, 55, 61
2. Shows understanding that two-dimensional shapes are equivalent (remain the same) in different
orientations.
Benchmark
a
Child slides shapes, with teacher support and
multiple experiences over time.
N/A
Benchmark
b
Child flips shapes, with teacher support and
multiple experiences over time.
N/A
Benchmark
c
Child rotates shapes, with teacher support and
multiple experiences over time.
N/A
3. Understands various three-dimensional shapes, including sphere, cube, cone, and other less common
shapes (e.g., cylinder, pyramid)
Benchmark
a
Child categorizes (sorts) examples of three-
dimensional shapes.
Theme 1: TE: 145
Benchmark
b
Child names three-dimensional shapes. Theme 1: TE: 115, 121, 123, 139, 145
4. Analyzes and constructs examples of simple
symmetry and non-symmetry in two
dimensions, using concrete objects.
Theme 9: TE: 97
Theme 10: TE: 49, 55, 61
e. Spatial Relations
1. Shows understanding of spatial relationships and uses position words (e.g., above, below, next to, beside, on
top of, inside, outside).
Benchmark
a
Child shows understanding of positional words
(receptive knowledge).
Theme 1: TE: 73, 79, 97, 103
Theme 8: TE: 31, 37, 73, 79
Theme 9: TE: 55
Benchmark
b
Child uses the positional terms verbally
(expressive knowledge ) (e.g., in front of,
behind, between, over, through, under), with
teacher support and multiple experiences over
time.
Theme 1: TE: 73, 79, 97, 103
Theme 8: TE: 31, 37, 73, 79
Theme 9: TE: 55
2. Describes relative position from different
perspectives (e.g., “I am on top of the climber
and you are below me.”)
N/A
3. Understands and can tell the difference
between orientation terms (e.g., horizontal,
diagonal, vertical)
N/A
4. Uses directions to move through space and find
places in space (e.g., obstacle courses, Simon
Says, Mother May I?, hop scotch, giving
simple directions)
Theme 1: TE: 103
63
Standard Descriptor Citations
f. Measurement
1. Engages in activities that explore measurement Theme 6: TE: 31, 36, 37, 49, 55, 61, 78, 91, 97, 138
Theme 7: TE: 115, 139 Theme 8: TE: 121, 133
Theme 9: TE: 31, 121 Theme 10: TE: 30, 31
2. Compares continuous quantities using length, weight, and height
Benchmark
a
Child measures or compares the length of one
or more objects using a non-standard reference
(e.g., paper clips),with teacher support and
multiple experiences over time.
Theme 6: TE: 31, 36, 37, 61, 78, 91, 97, 138
Theme 10: TE: 30, 31
Benchmark
b
Child measures or compares the weight of one
or more objects using non-standard reference
(e.g., beans), with teacher support and multiple
experiences over time.
Theme 7: TE: 115, 139
Theme 8: TE: 133
Theme 9: TE: 31, 121
Benchmark
c
Child measures or compares the height of one
or more objects using non-standard reference
(e.g., pencils), with teacher support and
multiple experiences over time.
Theme 6: TE: 49, 55
Theme 8: TE: 121
Theme 9: TE: 49
Benchmark
d
Child uses measurement vocabulary (e.g.,
length, weight, height) and comparative
terminology (e.g., more, less, shorter, longer,
heaviest, lightest), with teacher support and
multiple experiences over time.
Theme 6: TE: 31, 36, 37, 49, 55, 61, 73, 78, 79, 133, 139
Theme 7: TE: 115, 139
Theme 8: TE: 121, 133
Theme 9: TE: 31, 37, 49, 54
Theme 10: TE: 30, 31
3. Represents and analyzes data
Benchmark
a
Child assists with collecting and sorting
materials to be graphed.
Theme 3: TE: 121 Theme 4 TE: 97
Theme 5: TE: 49, 55, 121, 133 Theme 9: TE: 91
Theme 10: TE: 91, 97, 115, 121, 145
Benchmark
b
Child works with teacher and small groups to
represent mathematical relations in charts and
graphs.
Theme 3: TE: 121 Theme 4 TE: 97
Theme 5: TE: 49, 55, 121, 133 Theme 9: TE: 91
Theme 10: TE: 91, 97, 115, 121, 145
Benchmark
c
Child analyzes, with teacher and small groups,
the relationship between items/objects
represented by charts and graphs.
Theme 3: TE: 121 Theme 4 TE: 97
Theme 5: TE: 49, 55 Theme 9: TE: 91
Theme 10: TE: 91, 97, 115, 121 145
4. Child predicts the results of a data collection, with teacher support and multiple experiences over time.
B. Scientific Inquiry
a. Investigation and Inquiry
1. Demonstrates the use of simple tools and
equipment for observing and investigating
Theme 3: TE: 137 Theme 4: TE: 48, 90, 138
Theme 5: TE: 48, 96, 144 Theme 7: TE: 36, 97, 138
Theme 9: TE: 78, 132 Theme 10: TE: 48
2. Examines objects and makes comparisons N/A
b. Physical Science
1. Explores the physical properties and creative
use of objects or matter
Theme 3: TE: 36, 96, 102
Theme 4: TE: 120
c. Life Science
1. Explores growth and change of living things Theme 5: TE: 53
Theme 9: TE: 36, 90, 95, 96, 102, 114, 120, 114, 144
Theme 10: TE: 36
64
Standard Descriptor Citations
2. Identifies the characteristics of living things Theme 5: TE: 77, 95
3. Identifies the five senses and explores
functions of each
Theme 3: TE: 41, 48, 53, 99, 114
d. Earth and Space
1. Explores the outdoor environment and begins
to recognize changes (e.g., weather conditions)
in the environment, with teacher support and
multiple experiences over time
Theme 4: TE: 53, 95
Theme 5: TE: 137
Theme 10: TE: 53
2. Discovers and explores objects (e.g., rocks,
twigs, leaves, seashells) that are naturally
found in the environment
Theme 3: TE: 114
e. Environmental Awareness
1. Demonstrates ongoing environmental
awareness and responsibility (e.g., reduce,
reuse, recycle), with teacher support and
multiple experiences over time
N/A
C. Social Studies
a. Individual Development and Identity
1. Begins to recognize and appreciate similarities
and differences in people
Theme 2: TE: 38, 56
2. Begins to understand family characteristics,
roles, and functions
Theme 2: TE: 30, 32, 38, 48, 50, 52, 56, 58, 61, 62, 90
3. Shows awareness and describes some social
roles and jobs that people do
Theme 2: TE: 34, 112, 113, 114, 117, 118, 132, 136
b. People, Places and Environments
1. Demonstrates awareness of geographic
thinking
Theme 2: TE: 82, 98T
Theme 7: TE: 48, 78
c. Technology and Our World
1. Shows awareness of technology and its impact
on how people live
Theme 1: TE: 96
Theme 9: TE: 54
d. Civic Ideals and Practices
1. Demonstrates awareness of group rules (civics) Theme 1: TE: 93
Theme 2: TE: 136, 140, 141
2. Begins to understand and take on leadership
roles
Theme 1: TE: 114
Theme 10: TE: 72, 138
D. Creative Expression Through the Arts
a. Visual Arts
1. Explores visual arts Theme 4: TE: 36, 144
Theme 10: TE: 54, 90, 120
2. Creates visual arts to communicate an idea Theme 4: TE: 36, 48, 90, 144
Theme 9: TE: 36, 120
Theme 10: TE: 54, 90, 120
3. Discusses and responds to the feelings caused
by an artwork
N/A
65
Standard Descriptor Citations
b. Music
1. Explores music Theme 1: TE: 50, 52, 56, 58, 62, 74, 122, 134
Theme 2: TE: 33, 93 Theme 3: TE: 51, 75, 117
Theme 4: TE: 33, 99 Theme 5: TE: 33, 99, 117
Theme 7: TE: 51, 75, 117 Theme 8: TE: 33
Theme 9: TE: 117 Theme 10: TE: 57, 141
2. Creates music to communicate an idea Theme 1: TE: 40, 75 Theme 2: TE: 33
Theme 4: TE: 99 Theme 7: TE: 117
3. Discusses and responds to the feelings caused
by music
Theme 1: TE: 28, 34
Theme 8: TE: 135
c. Creative Movement and Dance
1. Explores creative movement and dance Theme 1: TE: 33, 37, 123 Theme 2: TE: 33
Theme 8: TE: 135 Theme 9: TE: 75
2. Creates creative movement and dance to
communicate an idea
Theme 1: TE: 32, 123
Theme 8: TE: 135
Theme 9: TE: 135
3. Discusses and responds to the feelings caused
by creative movement and dance
Theme 9: TE: 135
d. Dramatic Play and Theatre
1. Explores dramatic play and theatre Theme 1: TE: 57, 99. 114, 135
Theme 2: TE: 30, 57, 99, 114, 135
Theme 3: TE: 36, 99, 135
Theme 4: TE: 51, 75, 141
Theme 5: TE: 51, 93, 141
Theme 6: TE: 33, 93, 135
Theme 7: TE: 33, 99, 135
Theme 9: TE: 51, 72, 99, 117, 120, 135
Theme 10: TE: 33, 60, 72, 99, 117, 138
2. Creates dramatic play and theatre to
communicate an idea
Theme 1: TE: 57, 99, 114, 135
Theme 2: TE: 30, 57, 99, 114, 135
Theme 3: TE: 99, 135
Theme 4: TE: 51, 75, 141
Theme 6: TE: 33, 93, 135
Theme 7: TE: 33, 99, 135
Theme 9: TE: 72
Theme 10: TE: 99, 117, 138
3. Discusses and responds to the feelings caused
by dramatic play and theatre
Theme 9: TE: 72 Theme 10: TE: 60, 138
66
APPENDIX E
67
Sample Classroom Design
Sided Shelf
Bath
room
Single Shelf Single Shelf
Door
TOY AREA
BLOCK
AREA
ART
AREA
HOUSE
AREA
Stove Sink Refrig.
Low Shelf
Sand Table Sink
Book
Sh
elf
Cubbie Shelf
Classroom Daily Routine
Mu
sica
l
Inst
rum
ents
Blo
cks
Mu
sic
Cab
inet
CARPET
Sin
gle
Sh
elf
Double
Sofa
Van
ity
Tri
fold
Wood
en S
hel
f
Hu
tch
D
ress
er
APPENDIX F
68
Sample Materials List for a High/Scope Prekindergarten Classroom
The following list represents some of the many possible materials children could find in the interest areas (art, house, block, toy, reading and writing, sand and water, music and movement areas) in a prekindergarten classroom. Use this list to help plan for materials you want to add to the areas in your setting.
Art Area
Materials for Mixing and Painting Tempera Paint Liquid Starch for Finger Paint Soap Flakes Water-Color Paints Easels Plastic Squeeze Bottles Jars with Lids for Storing Paint Paintbrushes of Different Sizes Muffin Tins, Frozen Food Tins Saucers for Painting, Printing Sponges Paper Towels Smocks or Paint Shirts Toothbrushes Screening
Art Area (Continued)
Materials for Two-Dimensional Representations
Pencils Colored Pencils Crayons Chalk and Chalkboard Markers Ink Pads and Stamps Magazines and Catalogs Paper of Different Sizes, Textures, Colors Paper Plates Shoe Boxes Newsprint Aluminum Foil Wax Paper Tissue Paper Wallpaper Samples Cardboard Pieces Cotton Balls
Materials for Holding Things Together and Taking them Apart
Scissors Yarn Shoestrings String Rubber Bands Paper Clips Cellophane Tape Masking Tape White Glue Paste Paper Punch Staplers
Materials for Three-Dimensional Representations
Clay Play-Doh with Accessories Buttons Straws Egg Carton Ice Cream Tubs Empty Thread Spools Pipe Cleaners Clothespins Bits of Wood Sequins Cardboard Tubes Paper Bags Cloth, Felt, Rug, Vinyl Scraps Feathers Styrofoam Bits Macaroni
APPENDIX G
69
House Area
Materials Children See at Home Telephones Old Clocks One-Step Stepladder Plastic Tool Box Child-Sized Ironing Board, Iron Soft Chair Small Vacuum Cleaner Broom and Dustpan Toaster Non-Working Microwave Luggage Cooler or Ice Chest Desk Small Tables and Chairs
House Area (Continued)
Materials for Pretend Play Props for Pretend Play (e.g. Barbershop, farm, fire station, doctor’s office, restaurant, and gas station) Dolls and Stuffed Animals Doll Beds Baby Rattles, Bibs and Bottles Clothes and Hats Mirror Sleeping Bag
Block Area
Materials to Build With Building Materials Large Hollow Blocks Unit Blocks Small Blocks Cardboard Blocks Blocks Made from Shoe Boxes Milk Cartons Carpet Pieces Bedspreads, Old Sheets, and Blankets Large and Small Boxes Wood Scraps Tubes String and Rope
Kitchen Equipment Child-Sized Stove, Refrigerator and Sink Adult-Sized Pots and Pans Cooking Utensils Large and Small Spoons Large and Small Spatulas Eggbeater Egg Timer Teapot Coffee Maker Ladle Ice Cube Trays Hamburger Press Cake Tins Mixing Bowls Measuring Cups Canister Set Sifter Potholders Adult-Sized Plates, Cups, and Bowls Sponges, Dishcloths and Towels Napkins and Placemats Plastic Fruit Plastic Vegetables Poker Chips and Bottle Caps Styrofoam Bits, Buttons, Small Pine Cones Acorns Cereal Boxes Cans, Cartons, Jars and Bags
Materials to Represent With Steering Wheel Used Keyboard Telephone Small Trucks Small Cars and People Figurines Tinker Toys Interlocking Boards Wooden Train Set and Track Barn and Farm Animals
70
Toy Area Legos Marble Games Puppets Puzzles Magnifying Glasses Nesting Cans, Coffee Cans or Cups Cuisenaire Rods Washers, Nuts-and-Bolts Pegs and Pegboards Stacking Rings Magnets Interlocking Squares Scales and Balances Bead Stringing Materials Attribute Blocks Buttons, Stones, and Shells Picture Dominoes Parquetry Blocks Little People Sorting Trays Manipulatives
Sand and Water Area
Materials for a Water Table Plastic Cars and Trucks Pans, Dishes and Silverware Plastic Tubing Squeeze Bottle Siphon and Pump Funnels Measuring Cups and Spoons Smocks
Materials for a Sand Table Materials also found in Water Table Shovels and Spoons Sifters and Strainers Dried Beans, Peas, Sawdust, and Wood
Reading and Writing Area
Materials for Writing Pencils Crayons Erasers Old Computer Keyboard Markers Typewriter Rubber Stamps Paper Clips Tape Rulers Different Kinds of Paper: Graph paper; paper with and without lines Envelopes Stamps and Stickers Inkpad
Materials for Reading Assorted Books Photograph Books (Field Trips, etc.) Child-Made Books Beanbag Chair Children Magazines Books on CD
Music and Movement Area
Equipment Tape Player Tape/Recorded Music Tapes of Teacher or other Adults Reading Stories Microphone Earphones Streamers
Musical Instruments Triangles Bells Sand Blocks Maracas Wooden Xylophone Tambourines Drums Claves
71
Miami-Dade County Public Schools
Voluntary Prekindergarten Sample Daily Lesson Plan Date: Adults:
8:20 am – 8:35 am Greeting Time: Arrival/Sign-In (All Centers Accessible) To develop a sense of community and to assist children making the transition from home to school. To engage in meaningful conversations with parents and teachers.
Objective: To provide a smooth transition from home to school and give children and adults a chance to share important information for the day. The student will learn strategies to help transition from home to school.
Activity: Daily sign-in, create message for the day, one-week calendar… Materials: Sign-in sheet, message board Evaluation: Teacher Observation & HMH Assessment VPK Domain/Component Standard: ________________________________
8:35 am – 8:50am Meeting Time: Oral Language, Vocabulary, Phonological Awareness (HMH) Children and adults come together for developmentally appropriate explicit and implicit instruction to teach children about words, rhyming, syllables, letters, letter sounds and alliteration. Objective: To develop skills in identifying and strengthening phonemic awareness and phonics, (rhymes, blending, segmenting, alphabetic
knowledge, onset and rime), comprehension and vocabulary. Activity: Materials:
Evaluation: Teacher Observation & HMH Assessment VPK Domain/Component Standard: _______________________________
8:50 am – 9:20 am HMH Small Groups-Literacy & Math (2 Groups-Teacher/Paraprofessional) Objective: To develop math concepts and literacy skills. Activity Group 1: Materials: Evaluation: Teacher Observation & HMH Assessment VPK Domain/Component Standard: _______________________
*8:50 am – 9:05 am Center Time: Small Groups-Literacy & Math One Small group engages in math activities and the other Small Group engages in literacy activities or observed area of need. *9:05 am - 9:20 am Groups switch.
8:50 am – 9:20 am HMH Small Groups-Literacy & Math (2 Groups-Teacher/Paraprofessional) Objective: To develop math concepts and literacy skills. Activity Group 2: Materials: Evaluation: Teacher Observation & HMH Assessment VPK Domain/Component Standard: ________________________
*8:50 am – 9:05 am Center Time: Small Groups-Literacy & Math One Small group engages in math activities and the other Small Group engages in literacy activities or observed area of need. *9:05 am - 9:20 am Groups switch.
9:20 am – 9:30 am Planning Time (2 Groups-Teacher/Paraprofessional) Each child decides what to do and converses with an adult who understands the planning process. Group Objective: To have children indicate what they are going to
do during Work/Center Time. Adults support each child’s plan and help the child extend plans.
9:20 am – 9:30 am Planning Time (2 Groups-Teacher/Paraprofessional) Each child decides what to do and converses with an adult who understands the planning process. Group Objective: To have children indicate what they are going to
do during Work/Center Time. Adults support each child’s plan and help the child extend plans.
APPENDIX H
72
Activity: Materials: Evaluation: Teacher Observation VPK Domain/Component Standard: _______________________
Activity: Materials: Evaluation: Teacher Observation VPK Domain/Component Standard: _________________________
9:30 am – 10:15 am Work Time: Do/Engage (All Centers Accessible)
Children begin what they have chosen to do with the appropriate materials and people and continue until they have completed their plans or changed them. Adults use specific interaction strategies to join, support and extend children’s engagement. Objective: To have the children carry out their intentions as they participate in a social setting. Adults converse with children and enable
them to construct knowledge, as they participate in play. Activity: Materials to Add: Evaluation: Teacher Observation & HMH Assessment VPK Domain/Component Standard: _________________________
10:15 am – 10:30 am Clean-Up & Recall Time (2 Groups-Teacher/Paraprofessional) Objective: To have children return materials and equipment to their
storage spaces and store work in progress. To have children review and discuss their work. Activity: Material: Evaluation: Teacher Observation & HMH Assessment VPK Domain/Component Standard: _______________________
10:15 am – 10:30 am Clean-Up & Recall Time (2 Groups-Teacher/Paraprofessional) Objective: To have children return materials and equipment to their
storage spaces and store work in progress. To have children review and discuss their work. Activity: Material: Evaluation: Teacher Observation & HMH Assessment VPK Domain/Component Standard__________________________
10:30 am – 10:50 am Shared Reading/Book Skills
Adults use a big book that contains predictable text, repetition and rhyme. Objective: To develop comprehension and concepts about print and books, extend vocabulary and listening comprehension. Activity: Materials: (Story Title) Day: (#) Evaluation: Teacher Observation & HMH Assessment VPK Domain/Component Standard: ________________________
10:50 am – 11:05 am Large Group Music and Movement Objective: Children and adults get together to move in locomotor and nonlocomotor ways, express creativity in movement, describe
movement, act upon movement directions, feel and express steady beat, move with objects, sing songs, play instruments, participate in story re-enactments, engage in group discussion and cooperative play. Activity: Materials: Evaluation: Teacher Observation & HMH Assessment VPK Domain/Component Standard: ________________________
11:05 am– 11:20 am Letter Time/Writing Objective: To give children and adults an opportunity to come together to expand oral language and vocabulary as they contribute to a
writing activity (shared, interactive, or independent). Activity:
73
Materials: Evaluation: Teacher Observation & HMH Assessment VPK Domain/Component Standard: ________________________
11:20 am – 11:30 am Closing Circle/Transition to Lunch
Children and adults get together to play games, tell and reenact stories, sing songs, do finger plays, dance, play musical instruments, or reenact special events. Children come converse about the day, plan for tomorrow, etc This time is an opportunity for each child to participate
in a large group, sharing ideas, and learning from the ideas of others; they review the day, discuss plans for the next day, and/or have children choose closing songs. Activity: Materials: Evaluation: Teacher Observation VPK Domain/Component Standard: ________________________
11:30 am – 12:00 pm Lunch
12:00 pm – 12:15 pm Story Time (Traditional) Adults read a storybook in a variety of interactive modes, modeling appropriate reading behaviors. Objective: To listen to stories for oral language development, comprehension, social-emotional and pleasure. Activity: Materials to add:
Evaluation: Teacher Observation & HMH Assessment VPK Domain/Component Standard: _________________________
12:15 pm – 12:35 pm Large-Group Time: HMH Social/Emotional, Social Studies, Science Projects Children will use the scientific method, research techniques, reading and writing to create and construct products based on classroom interests. Objective: To provide children the opportunity to expand their scope of the world through exploration, creative arts, and investigative
projects. Teachers/paraprofessionals will utilize the project-based method to facilitate children’s creation and construction of products by using the scientific method, research techniques, reading, writing, and the 5 E’s instructional model (engage, explore, explain, evaluate, and extend). Activity: Materials: Evaluation: Teacher Observation VPK Domain/Component: __________________________________
12:35 pm – 1:05 pm Outside Time An informal Plan-Do-Review in which the children have the opportunity to engage in vigorous physical activities and use a variety of materials that foster learning and overall growth and development from all work areas/centers. Objective: To engage children in vigorous, noisy outdoor play and/or engage in play with materials from work areas/centers.
Adults participate in and support children’s play. Activity:
Materials: Evaluation: Teacher Observation VPK Domain/Component Standard: ______________________________________
1:05 pm- 1:35 pm Rest Time A time for quiet, solitary on-your own mat resting, sleeping, an adult to read authentic literature/story or listening to soft music. Objective: To set aside a time when lights are dim and activity level is calm. This allows children to rest, gain composure and recharge.
74
1:35 pm – 1:50 pm Closing Circle/Snack Objective: Children and adults get together to play games, tell and reenact stories, sing songs, do finger plays, dance, play musical instruments, or reenact special events. Children can converse about the day, plan for tomorrow, etc This time is an opportunity for each child to participate in a large group, sharing ideas, and learning from the ideas of others; they review the day, discuss plans for the next day, and/or have children choose closing songs.
1:50 pm - Dismissal
This time is a daily opportunity for the teacher and paraprofessional to informally speak with family members when they pick up their children.
1:50 pm – 3:10 pm Planning Time for Teacher and Full-Time Paraprofessional
75
Houghton Mifflin Harcourt (HMH) Pre-K Early Growth Indicators Benchmark Assessment (EGIBA)
School: _____________________________________________ WL # __________ Teacher: _____________________________ School Year: _________________
CLASS SUMMARY SHEET (Manual)
CHILD'S NAME Word Parts Beginning Sounds Letter Recognition Oral Counting Number Identification
Beginning Middle End Beginning Middle End Beginning Middle End Beginning Middle End Beginning Middle End
Total Items Per Benchmark 19 19 19 19 19 19 52 52 52 100 100 100 40 40 40
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20 Total Score(Add up all scores in
column)
Divide by # of students enrolled
Multiply by 100
CLASS PERCENTAGE
(Divide by # of items in benchmark)
APPENDIX I
APPENDIX I (Optional Use)
76
Physical Development
Approaches to Learning
Social and Emotional Development
Miami-Dade County Public Schools Office of Early Childhood Programs
Voluntary Prekindergarten (VPK) Anecdotal Note Form
APPENDIX J (For Teachers,
As Needed)
77
Language, Communication, and Emergent Literacy
Cognitive Development and General Knowledge
Other Observations:
Miami-Dade County Public Schools Office of Early Childhood Programs
Voluntary Prekindergarten (VPK) Anecdotal Note Form
(For Teachers, As Needed)
78
Miami-Dade County Public Schools
Prekindergarten Program Summary of Voluntary Prekindergarten (VPK) Accomplishments
Child’s Name: ______________________________ School: ___________________________________ Teacher: ___________________________________ Date: ____________________________________
Physical Development
Approaches to Learning
Social and Emotional Development
Language, Communication, and Emergent Literacy
Cognitive Development and General Knowledge
Parent’s Signature: __________________________________________Date: ____________________________
APPENDIX K (For Parents)
79
2012-2013 VPK YEARLY CALENDAR OF IMPORTANT DATES FOR TEACHERS Student
Attendance
Form
(filed in the
main office)
HMH
Assessment
(EGIBA)
Optional
VPK
Assessment OLPS-R
Parent
Conferences
Speech &
Language
Screening
Vision Screening Hearing
Screening
PQA’s (for low
Performing
School Only)
August by Sept. 5th
R E F E R R A L S
A S
N E E D E D
R E F E R R A L S
A S
N E E D E D
September by Oct. 3rd Initial
by Sept 12th AP1
Sept. 4-28
Time 1: by Oct. 1st
October by Nov. 5th by the end of the
first week
November by Dec. 5th
December by Jan. 9th
January by Feb. 6th
Mid-Year Upon
Completion of Theme 6 by
June18th
AP2 Jan. 7-31
Time 2:
by Feb. 1st by Jan. 20th
February by March 5th
March By April 3rd
April By May 3rd
AP3 April 22- May 17
May by June 5th
Final Upon
completion of Theme 9 by
May 12th
by the end of the month
Time 3: by May 20th
June by June 5th
Time 4:
May 23rd t o
June 6th
Notes: Ongoing Year-Round Documentation (Keep Data Binders Up-to-Date)
APPENDIX L
80
Strategies for English Language Learner (ELL) Prekindergarten Students
The communication strategies of the High/Scope Approach are compatible with and often identical to ELL strategies for young children acquiring a first or second language. These developmentally appropriate High/Scope interaction strategies include:
1. Join the child at their level.
2. Use the SOUL process to approach interactions with the child.
Silently approach the child at play
Observe what the child is doing
Understand the child’s action(s)
Listen to what the child is saying
3. Use interactive matching and turn-taking.
4. Use comments or observations as conversational openers.
5. Label and describe the child’s actions.
6. Acknowledge what the child says by responding, repeating, or restating.
7. Ask the ELL student and parents/guardians to bring in native language magazines.
8. Ask bilingual parents/guardians to do cultural demonstrations in the classroom.
9. Tie the cultures of the ELL child to your curriculum whenever possible.
10. Encourage the child to write in a home language journal (draw pictures of people and places in
their home country).
11. Encourage children to expand or extend the range of the conversation.
12. Use questions sparingly.
Other early childhood and ELL strategies that are appropriate for all young children include:
Create a warm, friendly, supportive and well-
structured atmosphere
Provide a consistent and balanced daily routine
Model language, attitudes, and behaviors
Talk with children who are non-verbal
Relate activities to the interest of children
Listen carefully to children
Use non-verbal cues, i.e. gesturing, pointing,
facial expressions
Use pictures, visuals, 3-dimensional models
and real objects
Use puppets
Provide multi-sensory materials
Provide multi-cultural materials
Read to children daily
Use books with clear, colorful pictures
Record their speaking and play it back
Label objects in the classroom
Display pictures in your classroom from the
child’s home country. Keep a collection of pictures from different
countries
Use books with repetition
Encourage role playing
Anticipate errors
Present information in small steps
Give hints and suggestions
Speak slowly and naturally
Use vocabulary in context
Teach simple rhymes and songs
Use choral speaking
Provide opportunities for conversation
Use cue cards
Use substitution word games
Use self-talk (thinking aloud)
Simplify problems
Use eye contact
Use tapes or stories
Use puppets
Use various learning methods
Pair ELL with a more verbal child
Use tapes or recorded stories
Read books in the child’s home language
Listen to the child’s native language music
APPENDIX M
81
INSTRUCTIONAL STAFF SURVEY VOLUNTARY PREKINDERGARTEN (VPK) CLASSROOMS
2012 – 2013 SCHOOL YEAR PROGRAM
NAME OF SCHOOL: ___________________________________________________________ WORK LOCATION: __________________ REGION: _______________________________ How many VPK classes does your school have? ___________ CIRCLE ONE: TITLE I FEE-SUPPORTED ROLE MODEL
Please Print
NAME POSITION CREDENTIALS (Degree, Certification, CDA, HQP, etc.)
Teacher
Paraprofessional
NAME POSITION CREDENTIALS (Degree, Certification, CDA, HQP, etc.)
Teacher
Paraprofessional
NAME POSITION CREDENTIALS (Degree, Certification, CDA, HQP, etc.)
Teacher
Paraprofessional
CDA Child Development Associate HQP Highly Qualified Paraprofessional
Principal’s Signature:________________________________ Date Submitted:____________
RETURN BY FAX TO: 305-995-2604
When changes in staff occur, please send an updated survey within three days of the change. Use as many pages as necessary.
APPENDIX N
82
APPENDIX O
INSTRUCTIONS FOR PRINTING MANDATORY STUDENT MONTHLY ATTENDANCE RECORDS
USING “ISIS”
1. Open ISIS
2. Enter 1 for STUDENT DATA BASE SYSTEM
3. Click PF3
4. Enter Student ID number
5. Click ENTER
6. Click PF7
7. Click ENTER (2 times)
8. PRINT
Note: To print the next students’ attendance reports, change the ID number from the last step and PRINT
USING “GRADEBOOK”
1. Open GRADEBOOK
2. Log on
3. Click on MY REPORTS
4. Click on NEW
5. Click on OTHER
6. Click COURSE ATTENDANCE GRID
7. A page will open: REPORT PARAMETERS FOR COURSE ATTENDANCE
8. Under this category, do the following:
A. CLASSES: Pre-K Homeroom will be selected.
B. STUDENTS: Click on OTHER and click on each individual student for each report.
C. START DATE: Click on the first day of the month.
D. END DATE: Click on the last day of the month.
E. Click on RUN REPORT
F. CLICK on the REPORT and then click on PRINT.
Notes: You can run all the reports and print them afterwards. They will save until you delete them. To
delete them, check the box next to the report located on the left-hand corner of the screen and click the
DELETE button which is located on the right-hand corner of the screen.
THE ATTENDANCE REPORT NEEDS TO BE PRINTED MONTHLY FOR EACH STUDENT, ATTACHED TO THE LONG FORM, AND THEN GIVEN TO EACH PARENT FOR THEIR SIGNATURE.
THESE DOCUMENTS ARE TO BE FILED BY MONTH & STORED IN THE MAIN OFFICE FOR STATE AUDIT.
83
OFFICE OF EARLY CHILDHOOD PROGRAMS
Dr. Nikolai Vitti Chief Academic Officer
Office of Academics and Transformation
Dr. Marisel Elías-Miranda Administrative Director [email protected]
Dr. Maite Riestra-Quintero Executive Director
Dr. San Juanita de la Cruz, District Supervisor [email protected]
Dr. Cyd Heyliger-Browne, District Supervisor
Mrs. Kim Roy, Instructional Support Specialist [email protected]
Curriculum Support Specialists Dr. Mariela Ayala
Mrs. Maria Cabrera [email protected]
Mrs. Lucy Martinez
Mrs. Angela Rodriguez [email protected]
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities receiving Federal financial assistance
from the Department of Education, and strives affirmatively to provide equal opportunity for all as required by:
84
MIAMI-DADE COUNTY PUBLIC SCHOOLS ANTI-DISCRIMINATION POLICY Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender. Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons. The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee. Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status. Title II of the Genetic Information and Nondiscrimination Act of 2008 (GINA): Prohibits discrimination against employees or applicants because of genetic information. Veterans are provided re-employment rights in accordance with P. L. 93-508 (Federal Law) and Section 205.07 (Florida Statutes), which stipulate categorical preferences for employment.
In Addition: School Board Policies 1362, 3362, 4362, and 5517 – Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion,
marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally
prohibited basis. Retaliation for engaging in a protected activity is also prohibited.
Revised (07-11)
85
Please acknowledge that you have received and read the Office of Early Childhood Programs’ 2012-2013 Program of Excellence Guidelines by completing this form. I, the undersigned, _____________________________________________________________ (Print your Name)
acknowledges I have received and read the 2012-2013 Program of Excellence Guidelines established by the Office of Early Childhood Programs.
Date: ______________________________ ___________________________________
Your Signature
___________________________________
Work Location and Work Location Number
___________________________________
Your Position
Please return this form via school mail to the Office of Early Childhood Programs, Mail Code #9613 or by fax to 305-995-7650 made to:
Attention: Dr. San Juanita de la Cruz.
