1. High Quality Kindergarten Programs 8/6/2015 Division of Early Childhood Education

2. Today’s Objective Provide an understanding of the current state of kindergarten and resources to maximize learning at this grade level. 8/6/2015 Division of Early Childhood Education 2

3. The Kindergarten Experience 8/6/2015 Division of Early Childhood Education 3

4. Demographics 8/6/2015 Division of Early Childhood Education 4

5. Demographics cont. 2.5% of students (1,634 kids) are either reported as retained in K, or are in a transitional 1 st grade program. **Assumes base aid amount in the SFRA $9,649 and doesn’t include any added funding for students who are low-income, ELL, special needs, etc. 8/6/2015 Division of Early Childhood Education 5 Grade# of Children Retained Retention Costs K1,634$15,766,466

6. Snapshot of Quality in K Total sample = 135 classrooms in NJ The measures: Assessment of Practices in Early Elementary Classrooms (APEEC; Hemmeter, Maxwell, Ault & Schuster, 2001) Physical Environment room arrangement, child display, classroom accessibility, and health and classroom safety Instructional Context use of materials, use of computers, monitoring child progress, instructional methods, integration and breadth of subjects Social Context children’s role in decision-making, participation of children with disabilities in classroom activities, social skills, diversity, appropriate transitions, and family involvement

7. Early Language and Literacy Classroom Observation Toolkit (ELLCO; Smith & Dickerson, 2002). General classroom environment organization, contents, technology, child choice and initiative, classroom management and climate Language, literacy, curriculum supporting language and literacy through materials, activities, instruction, strategies and teaching practices

8. APEEC Findings 8/6/2015 Division of Early Childhood Education 8

9. In 50 % of the classrooms, children did not have an opportunity to speak with their peers about classroom activities. 52% of the teachers did not engage in some informal conversations with the children. Whole group instruction was used during the entire observation in 22% of the classrooms. Hands on materials for one or two subject areas were not used in 56% of the classrooms. 62% of the classrooms did not offer gross motor opportunities to children daily. 8/6/2015 Division of Early Childhood Education 9 Takeaways

10. ELLCO Findings 8/6/2015 Division of Early Childhood Education 10

11. Takeaways In most classrooms, adults did not engage in either individual or small-group book reading Few rooms had times built into their schedules for choice Materials to support writing were not located in centers Little evidence of scaffolded instruction or differentiation Teachers often used whole group instruction with follow-up workbook activities 8/6/2015 Division of Early Childhood Education 11

12. Multi-State K Study NCEDL 730 K classrooms across six states (La Paro, et al.,2009). 6% of observed day in free choice/centers  More time in individual or whole group 1% of classrooms in kindergarten score high in Instructional Support  Teaching practices that promote understanding of concepts, feedback and language modeling  Such practices are associated with positive child outcomes 8/6/2015 Division of Early Childhood Education 12

13. Public Expenditures 8/6/2015 Division of Early Childhood Education 13

14. The Child’s Mind

15. “Although intelligence is generally thought to play a key role in children’s early academic achievement, aspects of children’s self-regulation abilities— including the ability to alternately shift and focus attention and to inhibit impulsive responding—are uniquely related to early academic success and account for greater variation in early academic progress than do measures of intelligence.” Child Development

16. “…consistently positive teacher-child relationships in PK and K have been found to be related to positive child outcomes, both academic and social.” (Pianta et al in Bogard, 2005). “…factors such as teacher sensitivity, the quality of teacher-child interactions, and teachers’ satisfaction with their job, are also associated with child outcomes. “ (Bogard, 2005) 8/6/2015 Division of Early Childhood Education 16

17. Elevating Learning What should kindergarten look like in the twenty-first century? http://www.youtube.com/watch?v=hTaNRZhRPgk 8/6/2015 Division of Early Childhood Education 17

18. The Guidelines Guiding High-Quality Practice in Kindergarten School Structures that Support High-Quality Kindergarten High-Quality Kindergarten in Action 8/6/2015 Division of Early Childhood Education 18

19. Learning through Play 8/6/2015 Division of Early Childhood Education 19

20. Environments “All kindergarten classrooms should be designed around learning centers to support purposefully designed, play based activity as the main vehicle for children’s learning.” (Kindergarten Guidelines, p. 51) 8/6/2015 Division of Early Childhood Education 20

21. Self-regulation Young children who know how to delay gratification are more likely to pursue academic and personal goals with less frustration, with less distraction. (Graziano et al., 2006) http://www.youtube.com/watch?v=QX_oy9614HQ 8/6/2015 Division of Early Childhood Education 21 Decision-making Reminders and visuals Make-believe play Games with rules Goal-setting

22. Assessment 8/6/2015 Division of Early Childhood Education 22 Major Purposes of Early Child Assessment  To plan instruction for individuals and groups  Identify children for health and special services  Monitor trends and evaluate programs  Individual student, teacher, and school accountability (NAEYC&NAECS/SDE, 2003)

23. “Who has the time?” Literacy Blocks Free choice/Centers Integrated curriculum Outside 8/6/2015 Division of Early Childhood Education 23

24. 8/6/2015 Division of Early Childhood Education 24

25. Professional Development Kindergarten Seminar The PreK-3rd Leadership Training Series  PreK-3 rd Leadership Training Work Groups 3 rd Annual PreK-3rd Leadership Conference October 28, 2011 8/6/2015 Division of Early Childhood Education 25

26. http://www.state.nj.us/education/ece/ 8/6/2015 Division of Early Childhood Education 26

27. Renee Whelan, Ed.D. Renee.whelan@doe.state.nj.us http://www.state.nj.us/education/ece/guide/Kinderga rtenGuidelines.pdf 8/6/2015 Division of Early Childhood Education