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A HISTORICAL PERSPECTIVE SCHOOL READINESS:. WHERE DID WE START? 1999 : KSDE began working with Kansas Action for Children to define School Readiness 2000:

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Presentation on theme: "A HISTORICAL PERSPECTIVE SCHOOL READINESS:. WHERE DID WE START? 1999 : KSDE began working with Kansas Action for Children to define School Readiness 2000:"— Presentation transcript:

1 A HISTORICAL PERSPECTIVE SCHOOL READINESS:

2 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

3 THE WORK CONTINUES: : 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

4 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.

5

6 FAMILY GOAL Children live in safe and stable families that support learning.

7 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

8 COMMUNITY GOAL: Children live in safe and stable communities that support learning, health, and family services.

9 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.

10 SCHOOL GOAL: Children attend schools that support learning.

11 SCHOOL INDICATORS Schools provide high quality learning environments. Teachers provide high quality classroom learning environments. Schools have strong relationships with families and communities.

12 INDICATIONS OF READINESS CHILD LEVEL SKILLS

13 CHILD INDICATORS Children are physically healthy Social Skills Development Learning to Learn Symbolic Development Communication and Literacy Development Mathematical knowledge

14 KANSAS EARLY LEARNING DOCUMENT BUILDING THE FOUNDATION FOR SUCCESSFUL CHILDREN

15 KANSAS EARLY LEARNING DOCUMENT A Collaborative Venture: SRS, KSDE, KDHE, Head Start, Higher Education, KITS, ICC, KAEYC,KDEC, Children’s Cabinet, School districts

16 HISTORY Federal requirements: to develop early learning guidelines that were aligned with K- 12 content standards Kansas response: A collaborative early childhood group began work on the Kansas Early Learning Guidelines and Standards

17 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.

18 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.

19 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.

20 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.

21 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.

22 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.

23 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.

24 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

25 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

26 POLICY MAKERS Desire accountability Desire to understand EC importance In position to promote support/funding

27 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

28 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 3 rd grade standards, benchmarks and indicators. The School Readiness Framework provides the conceptual basis for the guidelines and standards.

29 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.

30 MORE EARLY LEARNING CONNECTIONS Head Start Child Outcomes Early Intervention/Early Childhood- Special Education Child Outcomes Parents as Teachers Key Outcomes Teacher Core Competencies Teacher Education Licensure

31 FAMILY, COMMUNITY, SCHOOL AND, OF COURSE – IT IS ALL ABOUT THE CHILDREN


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