9-30-10presentation-n-School Readiness-hisoricalperspective

Report
SCHOOL READINESS:
A HISTORICAL PERSPECTIVE
WHERE DID WE START?
• 1999 : KSDE began working with Kansas Action for
Children to define School Readiness
• 2000: Early Childhood Leadership Summit—The
Road to School Readiness
• 2001: Building the Foundation for Successful
Children--school readiness conference for business
leaders and policy makers
THE WORK CONTINUES:
• 2001-2003: work on defining school readiness
continued, sharing with stakeholders
• 2003: the School Readiness Framework was
finalized
• 2003: KSDE and SRS began the process of
developing the Early Learning Guidelines (required
for SRS state plan)
• The Child Indicators were used as a basis for the
Guidelines
SCHOOL READINESS FRAMEWORK
• School readiness occurs
when families, schools
and communities support
and serve children
effectively so that all
children have the ability
to succeed in various
learning environments.
FAMILY GOAL
•Children live in safe and
stable families that
support learning.
FAMILY INDICATORS
• Mothers receive adequate prenatal
care.
• Mothers are high school graduates.
• Children live in homes free of violence.
• Children live in families that can afford
basic necessities.
• Children receive health care services
COMMUNITY GOAL:
•Children live in safe and
stable communities that
support learning, health,
and family services.
COMMUNITY INDICATORS
• Early childhood programs are high
quality.
• Early childhood programs are
available.
• Early childhood programs are
affordable.
• Children live in safe and stable
communities.
SCHOOL GOAL:
•Children attend
schools that support
learning.
SCHOOL INDICATORS
• Schools provide high quality learning
environments.
• Teachers provide high quality
classroom learning environments.
• Schools have strong relationships with
families and communities.
INDICATIONS OF READINESS
CHILD LEVEL SKILLS
CHILD INDICATORS
• Children are physically healthy
• Social Skills Development
• Learning to Learn
• Symbolic Development
• Communication and Literacy
Development
• Mathematical knowledge
KANSAS EARLY LEARNING
DOCUMENT
BUILDING THE FOUNDATION FOR SUCCESSFUL
CHILDREN
KANSAS EARLY LEARNING DOCUMENT
A Collaborative Venture: SRS,
KSDE, KDHE, Head Start, Higher
Education, KITS, ICC, KAEYC,KDEC,
Children’s Cabinet, School districts
HISTORY
Federal requirements: to develop early
learning guidelines that were aligned with K12 content standards
Kansas response: A collaborative early
childhood group began work on the Kansas
Early Learning Guidelines and Standards
EARLY LEARNING DOCUMENT:
PURPOSE
• To create a continuum that links early
development to school readiness
and later learning in school and in
life.
• To provide a clear statement of what
young children should know and be
able to do as a result of experiencing
quality early learning opportunities.
PURPOSE: CONTINUED
• To provide guidance for families and early learning
professionals that enhance and support their abilities
to create experiences that promote early learning
opportunities.
• To show that during the early years, children acquire
skills, knowledge, and abilities in all developmental
and content areas (e.g., social-emotional, physical,
early literacy, mathematics, music) critical to future
learning.
GUIDING PRINCIPLES
• All young children are unique and capable
learners at birth.
• Individual children exhibit a range of skills
and competencies within and among each
of the developmental/content areas.
• Young children learn through play and
active involvement in their environment.
GUIDING PRINCIPLES (CONT.)
• Children need opportunities for learning in a
safe, nurturing environment and a consistent
relationship with caring, knowledgeable
adults.
• All areas of development are interrelated.
Skills and knowledge in each area support
learning in other areas.
THE EARLY LEARNING GUIDELINES
& STANDARDS ARE DESIGNED TO:
• Recognize the importance of the early
years as learning years.
• Serve as a guide for appropriate
curriculum development/selection.
• Serve as a guide for creating quality
learning environments and
opportunities.
THE EARLY LEARNING GUIDELINES &
STANDARDS ARE NOT DESIGNED TO:
• Serve as a curriculum in an early
childhood program or other setting.
• Exclude children from a program,
school, or activity.
• Serve as an assessment for children,
families, or programs.
KEY POINTS:
• Children grow and develop at different
speeds.
• Age groupings are designed to show a
progression of skills in a typical child
• Foundational skills are NOT all the skills,
abilities, and knowledge that children
need to be successful in school and in
life.
FAMILIES
• Often ask”what should my child be
learning?
• KSELD to illustrate age related abilities
• Want to know about specific programs
• KSELD can be aligned with programs curriculum
and goals
• May not understand play as a tool for
learning
• KSELD can illustrate how play can lead to these
important skills
ADMINISTRATORS
• Desire evidence of importance
• KSELD has the stamp of approval
• Want to see a link to K-12
• KSELD can clearly show the link
• Desire accountability & evidence of success
• KSELD with appropriate curriculum and
assessment techniques can show progress
• Are in a position to support EC programs
• KSELD can help improve understanding of EC
programs
POLICY MAKERS
• Desire accountability
• Desire to understand EC
importance
• In position to promote
support/funding
LINK TO SCHOOL READINESS
• KSELD provides information and guidance to
the field on the developmental sequence
• KSELD are voluntary and designed to
enhance and support those caring for
young children
• KSELD link directly into the K-12 content
standards
MAKE THE CONNECTIONS
• The Learning Continuum shows the
connection between skills described in the
Early Learning Guidelines and Standards, the
School Readiness items from the KELI, and
Kindergarten through 3rd grade standards,
benchmarks and indicators.
• The School Readiness Framework provides
the conceptual basis for the guidelines and
standards.
Foundational
Skills
School
Readiness
Benchmarks
Kindergarten
through 3rd
Grade: Content
standards
Birth to entering
kindergarten
age:
Five age groups:
Young Infant
Mobile Infant
Toddler
Preschooler-3’s
Preschooler-4’s
Benchmarks
from the Kansas
Early Learning
Inventory
(the KELI)
Examples of
standards,
benchmarks, and
indicators from
K-3rd grade
standards that
are supported by
the foundational
skills and the
school readiness
benchmarks.
MORE EARLY LEARNING
CONNECTIONS
• Head Start Child Outcomes
• Early Intervention/Early ChildhoodSpecial Education Child Outcomes
• Parents as Teachers Key Outcomes
• Teacher
• Core Competencies
• Teacher Education Licensure
FAMILY, COMMUNITY, SCHOOL
AND, OF COURSE – IT IS ALL ABOUT THE CHILDREN

similar documents