1. Indiana’s Early Learning Development Framework
Welcome! This training will familiarize you with the Indiana Early Learning Foundations and how to apply them to your classroom and program to intentionally plan for positive outcomes for all children. You should have a copy of the Foundations document and this PowerPoint presentation to follow along and make notes on. I’ll give you other materials as we go through the training.
Time: allow for no more than 20 minutes to cover the material through slide 25
Note to trainers: This PowerPoint and script are templates. You may adapt them as needed to support the programs and providers you are working with as effectively as possible. As well, the comments that are included are for your assistance. You do not have to read them as a script but you may want to use the information to support you as you increase your comfort level with the information.
Indiana’s Early Learning Development Framework

2. The Foundations are Indiana’s early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core foundations and skills that children are to achieve at various ages. The Foundations create common language and expectations for the early childhood field.  Effective implementation of the Foundations will lead to desired student outcomes.
Introduction

3. Note to trainers: You may want to allow time here for introductions and/or an icebreaker with the participants.

4. Purpose of Training
To provide an overview of the Foundations and development process
To offer guidance in how to use the Foundations and the Foundations document
To practice applying the Foundations and linking the Foundations to curriculum
This is our purpose and ultimately our agenda for this workshop. Before we get started, however, let’s talk about what you know and want to know about child learning and the Foundations. Take just a few moments and think about what you already know about the way children learn and about the Foundations. Then think about what you would like to be sure you walk out of this training with.
Note to trainers: Set up the KWL chart…three columns, the first with the K (what they already know), middle with W (what they want to learn), and the last with L ( for when you revisit at the end of the training to document what they learned). Give participants just a minute or two to think and maybe chat quickly with their neighbor.
Now, tell me what you already know about child learning and the Foundations. Write some of their comments in the K column on the chart. Now, tell me want you want to be sure to know at the end of this training. Write some of their comments in the W column on the chart.
We will be sure to revisit this at the end of the training to make certain we met your needs in this training.
Note to trainers: As participants report out, be sure to write what they say on chart paper and leave it out where all can see.
Time: 5 minutes
Materials / Handouts: You will need chart paper and markers

5. K W L
Note to trainers: This slide is only an example of a KWL chart…delete this for your training.
K = Know now about the topic
W = Want to know about the topic
L = Learned about the topic

6. Overview: Foundations and development
In this first part of this training, we will get to know the Foundations. We will review the revision process and the purpose of the early learning development framework. Lastly, we will examine the new format of the Foundations document and review the tools included for educators. This will all help set the stage for our later work in this training to practice applying the Foundations to the work we do every day with children. Let’s also walk through the Foundations document while we go over this introductory information.
Overview: Foundations and development

7. The Foundations: Revision Process
Alignment to the 2014 Indiana Academic Standards
Recognition of the early learning continuum, birth to Kindergarten
Identification of core foundations in each of the eight content areas
Alignment to the ISTAR-KR assessment tool
Addition of:
Approaches to Play and Learning Foundations
Health Foundations
Addition of English Language Development Standards
User friendly format
The 2015 revision was based on research, feedback from practitioners, and work from professionals with expertise in each specialized area. The revision addresses the key points that are listed on this slide.
A variety of stakeholders including program providers and directors, Head Start, the Indiana Association for the Education of Young Children, Child Care Resource and Referral, Indiana Department of Education, and higher education just to name a few were involved in the revision process to achieve the 2015 revision of the Foundations. Additionally, the Foundations were reviewed by someone outside of the state of Indiana and were ultimately approved by the Indiana Early Learning Advisory Committee in the summer of 2015.
Page 2 of the Foundations document lists over 140 Indiana stakeholders who contributed to the revision process. These contributions led to a stronger set of Foundations for Indiana’s early learners. Pages 3 and 4 of the Foundations document give a more detailed introduction and purpose that is helpful in developing understanding of why the Foundations were developed and how they apply to the continuum of learning.
Note to trainers: Review these briefly with the participants to ensure they understand the key features such as alignment to the Indiana Academic Standards, ISTAR-KR, etc.

8. The Foundations: Revision Process
Primary Audience:
Early Childhood Educators
Program Directors
School Administrators
College and University Faculty
The Foundations were developed for use in all types of early childhood programs.
The primary audience for this framework is early childhood educators, program directors, school administrators, and college and university faculty. This core document was developed for use in all types of early childhood programs. Guidance and support documents will be available in the near future.

9. The next section of slides will review the format of the Foundations document.

10. 1000s of Foundations were streamlined into 34 core Foundations.
The Foundations are a framework for early learning. They should be used to set appropriate expectations and guide instruction for young learners with the goal of preparing children for success in life.
Thousands of foundations were streamlined into 34 core foundations.
Turn to page 13 of the Foundations document. At the beginning of each developmental area, there is an introduction that provides the evidence base and perspective from where the Foundations that follow were developed. Then, there is a page that outlines the foundations for the area .

11. Turn to page 13 of the Foundations document
Turn to page 13 of the Foundations document. On the opening page of each developmental area you will find the core foundations covered within the particular area. Each developmental area has between 3 and 5 core foundations.

12. You will also notice the user guide on this page
You will also notice the user guide on this page. The guide serves to assist with the navigation of the document.

13. Core Foundation
The core Foundation outlines the essential concepts and skills early learners should know and/or demonstrate in a particular developmental area.
Turn to page 11 of the Foundations document.
The developmental areas are organized with a series of tables. Listed above each table is the core foundation. The core foundation outlines the essential concepts and skills early learners should know and/or demonstrate in the developmental area. There are 34 core foundations across the 8 developmental areas.

14. Topic
The topics are subcategories of the core Foundations. They outline the concepts covered in the foundation.
The Topics are subcategories of the core Foundations. They outline the concepts covered in the Foundation.
In this example on page 11 of the Foundations document, you can see that Foundation 3 for ELA, Early Writing, has 2 Topics – the mechanics of writing and the ability to communicate a story. All of the core Foundations have at least one Topic aligned to it.

15. Age Ranges
The age ranges are not numerical. The user must interpret the developmental level of the child based on the child’s ability.
Under each Topic are the age ranges. There are 5 age categories: infant, younger toddler, older toddler, younger preschool, and older preschool. The age ranges are not numerical meaning they do not have specific ages associated with them. The user must interpret the developmental level of the child based on the child’s ability. Many may look the age break out as year increments and that is an acceptable definition, however, it is essential to remember every child develops at his/her own pace and may obtain a goal outside of the recommended time frame.

16. Indicators
The indicators detail developmental progression by age. The indicators are not an exhaustive list.
Then, under the age ranges are the Indicators that detail developmental progression by age. The Indicators are not an exhaustive list as children may indicate they have acquired a skill in many different ways. The Indicators provide details of what the adult should witness at each age level to ensure a child is progressing toward Kindergarten readiness.

17. Certain development is continual across age ranges.
Indicators
Certain development is continual across age ranges.
Notice, certain Indicators cover more than one age range, that is because some development is continual across age ranges. They may cover the entire age continuum or just a couple of age ranges.

18. Kindergarten Standards
The Foundations are aligned to the 2014 Indiana Academic Standards.
The Foundations are aligned to the 2014 Indiana Academic Standards. The Kindergarten standards are for what children should know and be able to do at the end of Kindergarten. The alignment with the Foundations is important to know where you are headed and why certain concepts and skills are important. Please note, some sections do not have Kindergarten standards because no standard exists for that developmental area or topic.

19. Now we will review the tools included with the 2015 Foundations.

20. The Foundations: WIDA Turn to page 51 of the Foundations document.
There are 60,000 K-12 students in Indiana who are learning English as a new language. Indiana has the third fastest growing ELL population in the country. World-Class Instructional Design and Assessment, also called WIDA, standards were adopted for K-12 in 2013 and fully implemented in Using these standards in early learning will help create a common language between the birth-5 system and the K-12 system.
In early childhood classrooms all children are language learners. This framework helps the educator consider how they are helping students develop language. WIDA supports learning the language of each of the developmental areas. WIDAs Early English Language Develop matrix has been embedded throughout the Foundations. This matrix helps an educator consider the specific needs of an English language learner and to adapt classroom practices accordingly.
© WIDA

21. The Foundations: Supporting Exceptional Learners
Early childhood programs should be inclusive offering experiences for children with disabilities and developmental delays along side their peers
The Foundations were designed for all children
Adaptations and modifications may be necessary to meet the needs of all children
Turn to page 53 of the Foundations document.
The Foundations were designed for all children so differentiation is not prescribed but should be based on your knowledge of a child’s individual needs. Planning for all children to be actively engaged in learning may involve adaptations and/or modifications in the environment, interactions, and/or materials and equipment. These pages in the Foundations document provide information and guidance in how to plan for all learners through Universal Design for Learning.

22. Glossary and References
The Foundations:
Glossary and References
Key terms found throughout the Foundations and Foundations document
References may be reviewed for more information
Flip through pages 56 to 61 of the Foundations document.
The glossary highlights terms and phrases used throughout the Foundations and the Foundations document. These terms and phrases and their definitions here will help you understand the key concepts throughout the Foundations and to be able to apply them to your curriculum.
The references in the document are not only from where the evidence base of the Foundations was developed but they can also be used for your professional development and more advanced study in the application of the Foundations.

23. The Foundations: ISTAR-KR Alignment
ISTAR-KR Alignment Study
Assessment use increasing
SPED programs use tool for federal reporting
Addition information about ISTAR-KR can be found at
Turn to page 62 of the Foundations document.
ISTAR-KR is an early childhood assessment tool provided by the Indiana Department of Education to public and private preschool and childcare programs. The tool measures development in English/Language Arts, Mathematics, Social Emotional, Physical, and Personal Care. The measurements can be examined in terms of the three US Department of Education Office of Special Education Programs outcomes or in terms of the areas of pre-academics, and can be used in the planning of effective instruction.
The table on page 62 was designed to support the understanding of the relationship between the Early Learning Foundations and the ISTAR-KR assessment tool. The table indicates the Foundation and topic area that address each ISTAR-KR measurement.

24. Classroom Planning Matrix
The Foundations:
Classroom Planning Matrix
The Foundations are not a curriculum
Purposeful planning that leads to outcomes
The Foundations are not a curriculum, a lesson plan or an assessment tool. Programs must select a curriculum based on their philosophy of how children learn. Curricula contain both content that children should learn and methods to teach the content. Lesson plans describe how the content is conveyed to children, and assessments evaluate children’s acquisition of the content. In order to drive continuous improvement, the Foundations should be regularly utilized to evaluate a program’s curricula for strengths and areas for growth.
Indiana’s early learning development framework was created to guide early childhood educators in understanding developmental progression for young children. Practitioners must implement practices that facilitate learning of essential concepts and skills young children require to be prepared for Kindergarten. Intentionality in planning leads to positive student outcomes.
You can find this information on pages 63 through 66 of the Foundations document and we will spend some time discussing purposeful planning later in this training.

25. The Foundations can be viewed and downloaded from the web address on this slide.
Note to trainers: Go to the site if you are connected to the internet and scroll through what is available at the site.
This website will also provide a wealth of resources related to the Foundations. As additional guidance and support is developed around this core document, it will be released on this webpage.

26. Guidance: how to use the foundations
In this next section, we will look into the Foundations in more detail and talk about how to use them.

27. Remember…. The Foundations are not your curriculum
The Foundations are not your lesson plan
The Foundations are not your assessment instrument
The Foundations are more than just a document
The Foundations are what we want children to know and be able to do
Before we get started, I want to remind you of a few things to always remember with the Foundations.
Note to trainers: Read these and emphasize how important it is that the Foundations are more than a document and should be actively and regularly used to ensure depth and breadth of children's skills are being demonstrated in their curriculum. Remind the participants that the Foundations should be used to enhance purposeful planning that will lead to positive child outcomes.

28. Areas of Development English / Language Arts Mathematics
Social Emotional Skills
Approaches to Play and Learning
Science
Social Studies
Creative Arts
Physical Health and Growth
Recall from the earlier section of this PowerPoint, these are the areas of development in the Foundations. The following slides and activities will introduce you to each area of development, the developmental perspective and evidence base, the Foundations and Topics.
Note to trainers: This is the time to “sell” how the Foundations and Topics are directly aligned to what research and the field believe about the development of young children.
Note that the presentation of the areas that follows is not in the same order as in the Foundations document. The preparers of this PowerPoint wanted to emphasize Approaches to Learning and Social Emotional Skills to set the stage for areas of development that were not pre-academic skills but are still as vital for later academic and life success.

29. Approaches to play and learning foundations
Turn to Page 24 of the Foundations document. At the beginning of each developmental area, there is an introduction that provides the evidence base and perspective from where the Foundations that follow were developed.
The introduction to “Approaches to Play and Learning” begins with a beautiful quote by Maria Montessori. This is so very true…a child’s play is a child’s work. Children learn through play and we must purposefully plan experiences to support the growth and development of all children.
The Foundations and Topics that follow support the fact that it takes more than just pre-academic skills for a child to be successful. A child must play and that play must be purposefully planned to support development of executive function skills. A child who has a strong foundation not only in pre-academic skills but also in skills such as impulse control, planning, and the ability to focus is more likely to be successful academically and in life than those children who only have pre-academic knowledge. It is our responsibility to plan for and take advantage of teachable moments to facilitate (or support and encourage) the development of executive function skills. We do this through providing (1) a safe and warm environment that encourages positive relationships, (2) purposefully planned play experiences that provide children opportunities for practicing necessary skills, and (3) carefully selected materials that motivate children to explore and initiate play and learning.
You will notice in this section that there is no alignment to the Kindergarten standards. At this time, there are no Kindergarten standards that reflect this area of development.
Approaches to play and learning foundations

30. Walking Through the Foundations
Identify the key concepts that the Foundation and Topic(s) address?
How do these key concepts set the child up for future academic and life success?
We are going to take a “Walk” through these Foundations and Topics. I will designate a Foundation for each pair of you (or small groups if you have a large number or individuals if you have a small number) to “walk” through and review the Topics aligned with the Foundation and answer the questions on this slide. Then, we will quickly share our thoughts as we review each Foundation together.
Note to trainers: You will assign each person, pair or small group a particular Foundation in this developmental area rather than everyone reviewing each one – there are 4 Foundations in this area. Depending on your numbers, you may need to assign multiple groups to one Foundation. Not every group should report out so keep a mental note and have different groups report out with each of the Foundations walks so that in the course of this section of the training everyone has the chance to report out at least one time.
You may want to consider making your own handout with these questions for the participants to write on. Or, you can just leave this slide into the handouts of the PowerPoint so they have a visual as they take notes.
Time: 7-8 minutes
Materials / Handouts: Participants will need the Foundations and PowerPoint to take notes on

31. Approaches to Play and Learning
APL1: Initiative and Exploration: Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner.
APL1.1: Demonstrate initiative and self‐direction
APL1.2: Demonstrate interest and curiosity as a learner
At the start of Approaches to Play and Learning, we said that a child who has strong foundations in executive functions together with pre-academic skills will likely be more successful academically and in life than the child with pre-academic skills only. In Approaches to Learning Foundation 1, you see the Topics focus on some of those behaviors of initiative, self-direction, interest, and curiosity that we want to see in children as they develop these strong executive function skills.
Note to trainers: The notes on the Foundations and Topic slides are there in case you need some conversation starters. The reporting out from the walk through should cover this as well.

32. Approaches to Play and Learning
APL2: Flexible Thinking: Early learners develop foundational skills that support flexible thinking and social interactions during play.
APL2.1: Demonstrate development of flexible thinking skills during play
Again, note that Approaches to Play and Learning Foundation 2 and Topic align with flexible thinking which is another vital executive function skill.

33. Approaches to Play and Learning
APL3: Attentiveness and Persistence: Early learners develop foundational skills that support focus and attention to a specific activity and persistence to complete a task.
APL3.1: Demonstrate development of sustained attention and persistence
Approaches to Play and Learning Foundation 3 and Topic highlight how attention and persistence are essential as children will have the ability to focus on and complete tasks even if tasks become difficult for them.

34. Approaches to Play and Learning
APL4: Social Interactions: Early learners develop foundational skills that support the engagement in imaginative and cooperative play with others.
APL4.1: Demonstrate development of social interactions during play
And, lastly, Approaches to Play and Learning Foundation 4 and Topic discuss the skills a child will develop as we purposefully plan environments, activities, and materials for children to play alone and with their peers.

35. Social emotional foundations
Turn to page 19 of the Foundations document. At the beginning of each developmental area, there is an introduction that provides the evidence base and perspective from where the Foundations that follow were developed.
As with Approaches to Play and Learning, the Foundations and Topics aligned to the Social Emotional area of development highlight the essential concepts and skills that, along with pre-academic skills, will improve child outcomes in academic achievement and life success. As the introduction on page 19 states, “The importance of healthy social emotional development in the first five years cannot be overstated as this area emphasizes many skills that are essential for success in school and life.”
Realizing that this area of development does not always go smoothly due to any number of factors, we as early education and care providers have the responsibility to offer warm and safe environments where children can establish positive relationships with adults and peers. The Foundations and Topics that follow provide you the framework you need to consider how to effectively support children to learn and practice the skills they need to establish that strong foundation in positive social and emotional development.
You will notice in this section that there is no alignment to the Kindergarten standards. At this time, there are no Kindergarten standards that reflect this area of development.
Social emotional foundations

36. Walking Through the Foundations
Identify the key concepts that the Foundation and Topic(s) address?
How do these key concepts set the child up for future academic and life success?
We are going to take a “Walk” through these Foundations and Topics. I will designate a Foundation for each pair of you (or small groups if you have a large number or individuals if you have a small number) to “walk” through and review the Topics aligned with the Foundation and answer the questions on this slide. Then, we will quickly share our thoughts as we review each Foundation together.
Note to trainers: You will assign each person, pair or small group a particular Foundation in this developmental area rather than everyone reviewing each one – there are 4 Foundations in this area. Depending on your numbers, you may need to assign multiple groups to one Foundation. Not every group should report out so keep a mental note and have different groups report out with each of the Foundations walks so that in the course of this section of the training everyone has the chance to report out at least one time.
You may want to consider making your own handout with these questions for the participants to write on. Or, you can just leave this slide into the handouts of the PowerPoint so they have a visual as they take notes.
Time: 7-8 minutes
Materials / Handouts: Participants will need the Foundations and PowerPoint to take notes on

37. Social Emotional
SE1: Sense of Self: Early learners develop foundational skills that support self-awareness, confidence, and the identification and expression of emotions.
SE1.1: Demonstrate self awareness and confidence
SE1.2: Demonstrate identification and expression of emotions
As we go through these Foundations and Topics, you will see the essential skills that we hope to observe in children as they have that positive social emotional development. As you see, Social Emotional Foundation 1 and Topics focus on self-awareness, confidence, and identification and expression of emotions.
Note to trainers: The notes on the Foundations and Topic slides are there in case you need some conversation starters. The reporting out from the walk through should cover this as well.

38. Social Emotional
SE2: Self– Regulation: Early learners develop foundational skills that support executive functions including impulse control, planning skills, and emotional regulation.
SE2.1: Demonstrate self‐control
Social Emotional Foundation 2 and Topic then focus on concepts related to self-control. We often expect that children instinctively have these skills however many do not and we must support them through gaining and practicing these skills.
Note to trainers: One preparer of this PowerPoint uses the following in challenging behavior workshops. This just emphasizes that just telling a child to “be patient” or to “behave” doesn’t work for most…some just don’t know how and it is our responsibility to teach them and allow them safe space to practice. You may choose whether or not you want to use this.
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we…… …….teach? ……punish?
Why can’t we finish the last sentence as automatically as we do the others?”
-Tom Herner (NASDE President ) Counterpoint 1998, p.2)

39. Social Emotional
SE3: Conflict Resolution: Early learners develop foundational skills that support conflict resolution.
SE3.1: Demonstrate conflict resolution
SE4: Building Relationships: Early learners develop foundational skills that support social development and engagement with others.
SE4.1: Demonstrate relationship skills
Social Emotional Foundation 3 and Topic offer us a framework for how to support children to develop the skills they need to effectively and independently recognize and resolve conflict.
The last Foundation, Social Emotional Foundation 4 and Topic highlight the necessity of strong relationships. Through our purposefully planned environment, our interactions with the children and other adults, and supporting the children’s interactions with peers and adults, we will see the progressive development of the vital skills necessary to show positive social development and engagement with others.

40. “Group Walk”
For the remainder of the developmental areas we will take “group walks”
English Language Arts
Mathematics
Science
Social Studies
Creative Arts
Physical Health and Growth
For the next 6 developmental areas and their standards, we will take a group walk to continue to learn about the Foundations and Topics.

41. “Group Walk” Divide into three groups
Each group discuss and answer the 2 questions for the entire developmental area you are assigned
English Language Arts
Mathematics
Science
Note to trainers: Divide the full group into three smaller ones and assign one of the developmental areas to each of them to review. You may have more than three groups if your full group is large and could manage six, nine or twelve small groups. Then, assign multiple small groups to an area.
In your group, discuss the two questions on the next slide for the area that you are assigned. Look at the Foundations and Topics to be able to answer the questions.
Time: 7-8 minutes
Materials / Handouts: Participants will need the Foundations and PowerPoint to take notes on

42. Walking Through the Foundations
Identify the key concepts that the Foundation and Topic(s) address?
How do these key concepts set the child up for future academic and life success?
Note to trainers: You may want to consider making your own handout with these questions for the participants to write on. Or, you can just leave this slide into the handouts of the PowerPoint so they have a visual as they take notes.

43. Jigsaw!

44. Share your insights from your group discussions
Jigsaw
Now, make 3 new groups with at least one person from each developmental area
Share your insights from your group discussions
Time: 6-7 minutes
Note to trainers: Be certain that the groups all have representation from each developmental area: English Language Arts, Mathematics, and Science.

45. “Group Walk” Divide into three groups
Each group discuss and answer the 2 questions for the entire developmental area you are assigned
Social Studies
Creative Arts
Physical Health and Growth
Note to trainers: Divide the full group into three smaller ones and assign one of the developmental areas to each of them to review. You may have more than three groups if your full group is large and could manage six, nine or twelve small groups. Then, assign multiple small groups to an area.
In your group, discuss the two questions on the next slide for the area that you are assigned. Look at the Foundations and Topics to be able to answer the questions.
Time: 7-8 minutes
Materials / Handouts: Participants will need the Foundations and PowerPoint to take notes on

46. Walking Through the Foundations
Identify the key concepts that the Foundation and Topic(s) address?
How do these key concepts set the child up for future academic and life success?
Note to trainers: You may want to consider making your own handout with these questions for the participants to write on. Or, you can just leave this slide into the handouts of the PowerPoint so they have a visual as they take notes.

47. Jigsaw!

48. Share your insights from your group discussions
Jigsaw
Now, make 3 new groups with at least one person from each developmental area
Share your insights from your group discussions
Time: 6-7 minutes
Note to trainers: Be certain that the groups all have representation from each developmental area: Social Studies, Creative Arts, Physical Health and Growth.

49. Application & Practice: foundations and curriculum
Now that we know more about the Foundations, Topics, and Indicators, let’s think more about how we can use them and apply them to our teaching and curriculum.
Application & Practice: foundations and curriculum

50. Scenario Activity With each scenario
Write down at least 3 Foundations and appropriate Topic that apply to the behavior in your scenarios
Write the full Foundation and Topic
Try for at least 3 different developmental areas
For this activity, we are going to think about how one skill or set of skills may align to multiple Foundations and Topics.
Note to trainers: Give each pair or small group of participants at least 1 scenario. Then, ask the pairs / groups to report out by reading their scenarios and then the full Foundations and Topics identified. Ask the entire group to flip to each Foundation as the group discusses so that they will become more familiar with not only the document but also the variety of Foundations across the developmental areas. If there is enough time, have each group complete two scenarios so they can continue the practice of intentionally planning and aligning with the Foundations. If groups are struggling, talk with them about working from the “inside out.” For example, have them identify indicators that represent the skill or behavior being presented in the scenario and then match to the Topic and Foundation.
After the groups report out, ask the following:
Was it easy or difficult to find Foundations and Topics in at least 3 different developmental areas?
Do you think you could have found more Foundations and Topics that align to the skill being demonstrated in your scenarios?
What did this show you about the skills we are working on with our children? (answer should include: Skills that children are working on or that we are planning for should be aligning with multiple Foundations and Topics. Rarely will skills be seen in isolation.)
Excellent! Now that we know and understand the Foundations and how children’s skills and concepts may demonstrate multiple Foundations and Topics, let’s think about how and why we apply them to our curriculum and environment.
Time: 7-8 minutes for groups to find Foundations and then another 6-7 to discuss for a total of minutes for this entire activity
Materials / Handouts: Participants will need the Foundations and a scenario on a half-page of paper per small group
Note to trainers: If you are concerned about time, you may choose to do either the scenario activity or the center building activity. The developers of this PowerPoint do recommend doing at least one of those activities, however, to demonstrate how one skill, toy, lesson, etc. will address multiple Foundations and Topics.

51. But first!

52. Intentional Teaching “Intentional teaching does not happen by chance;
it is planful, thoughtful, and purposeful.” (p.1)
Epstein, A. A. (2014). The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning. Ypsilanti, MI: HighScope Press.
Here “intentional” is the adjective that describes teaching
Note to trainers: Ask your participants these questions:
What does it mean to be intentional about something? (answer should include: to do something on purpose)
How can we be “intentional” about children’s learning? (answer should include: we purposefully plan for certain events to happen to elicit certain skills)
What do you need to be able to intentionally plan for children perform certain skills? (answer should include: a child and a purposefully planned lesson or activity)

53. Intentionality When we seek intentionality We are acting purposefully
We plan for specific outcomes
We build lessons and provide materials that will elicit the outcomes
We can explain why we selected those materials or planned for that activity
Here, “intentionality” is the noun…the idea of how we do it….
To summarize, the adult intentionally plans for teaching and learning to occur as the child naturally participates and plays. This does not mean that we are constantly in a “direct instruction” mode of teaching but rather that we are purposeful and planful in what we do. The environment is designed in a purposeful way, the materials are chosen to meet specific needs or to have children perform a specific skill or set of skills, the activities and lessons we plan are designed to meet specific needs or to have children perform a specific skill or set of skills.
The last bullet on the slide is very important. We MUST be able to say WHY we planned for this or set out a particular toy or set of materials. We must understand the purpose of what we do.

54. Put it Together
Now, we will look at the two together…intentional teaching or intentionality and the Foundations.

55. Center Building Activity
Peruse the catalogs
Write down what you would purchase to enhance your assigned center and it’s cost
With each item you list for purchase, write down four Foundation and Topic pairs that give purpose to this purchase
One from the developmental area of your assigned center
One from another developmental area
One from Approaches to Play and Learning
One from Social Emotional Skills
We are going to dream and plan a bit! With the catalog I give you and the center I assign you to work on, you will have $200 to pick out some materials, toys, etc. to enhance the center you already have. Assume you have furniture, storage, etc. but you want to add some fun new materials and toys for the children. Once you have spent your $200 budget, you will align four Foundation and Topic pairs with what you picked out. Write down one Foundation and Topic pair from the developmental area of the center you were assigned. For example, a Foundation and Topic from Science if you are looking for materials for the science center. Write a second Foundation and Topic pair from another developmental area. For example, if you are looking for materials for a science center, you identify a Foundation and Topic from Math. Write one Foundation and Topic pair from each Approaches to Play and Learning and Foundation and Social Emotional Skills. You will need to write the entire Foundation and Topic for this.
Note to trainers: Divide participants into pairs or small groups and have at least one catalog available per group. Assign each group a different center to work on or have them all do one – this is your choice depending on your participants and training needs. Assuming the center has the basics of furniture, storage, etc., give each group a $200 budget to purchase materials to enhance their center.
The point of this is to have the participants consider not only what they would purchase but why they would purchase it – i.e., to be purposeful about that purchase. There should be a direct alignment to Foundations and Topics and there should be breadth to the Foundations / Topics identified.
Allow about 10 minutes for them to plan their purchases. Then, have each group report out their list of purchases (or pick one or two purchases if they have several) and what Foundations and Topics the purchases would be addressing. Have all participants go to each Foundation and Topic in the Foundations document as the group reads to determine if they agree with the alignment.
Time: 10 minutes to plan purchases and another 5-7 for discussion for a total of minutes for the entire activity
Materials / Handouts: Participants will need the Foundations and a catalog per small group
Note to trainers: If you are concerned about time, you may choose to do either the scenario activity or the center building activity. The developers of this PowerPoint do recommend doing at least one of those activities, however, to demonstrate how one skill, toy, lesson, etc. will address multiple Foundations and Topics.
An alternative to this center building activity would be to assign a toy to each group. Then, have the group identify Foundation and Topic pairs from each developmental area that would be addressed when a child plays with that toy.

56. Let’s Build It!
Now, let’s think about how you can apply this all to your classroom and program.

57. Your Intentionality
Turn to page 63 of the Foundations document for the components of how to complete the Classroom Planning Matrix. This tool helps lead to intentionality in planning for the classroom. This matrix would be completed for a lesson or set of lessons that cover a particular topic in your curriculum. Again, remember that the Foundations are not your curriculum or lesson plans but are the skills and concepts that you want the children to know and be able to do.
A matrix is a wonderful way to organize your thoughts and plans to ensure there is depth and breadth of skills and concepts being addressed in your teaching and learning. A series of these completed matrices can be reviewed to ensure you are addressing skills and concepts across the Foundations.
Turn the page and let’s briefly walk through the example and talk about what is there.
One aspect I want for you to take a look at and think about is that there are multiple Foundations aligned to this lesson. In early childhood education, what we plan for SHOULD be addressing multiple Foundations and likely Foundations that are from different developmental areas. Reflect quickly on our last activity where you built a center and had to identify Foundations you were addressing with your materials. Did all of the Foundations come from one area? No, they did not. They crossed over multiple Foundations and developmental areas to demonstrate how teaching and learning is integrated in early childhood.
Now, look at the Topics identified for this sample lesson. Again, they are from different developmental areas and are tied directly to the Foundations chosen. Look now at the indicators and, in this example, how they connect across the age ranges. You may even see this in a single age classroom to address individual needs of children who may not yet have reached the skill in their age range or may be past it.
After the indicators, you will see the activities planned, resources and materials needed, key language concepts to be addressed and the language supports that children may need. These last pieces of the matrix will come from your curriculum and then you will align to the Foundations, Topics and Indicators.
Now, let’s take a few minutes to think about your own classroom and program. I’m going to give you two blank versions of this matrix – one you can write on now and one for you to take with you.
Think of an activity you did with your children this week or recently. (Note to trainers: Have a few share their activities.)
Now, flip through the Foundations and identify at least 2 different Foundations that were addressed.
Write those down on your matrix.
Now, identify and write down the Topics that were being addressed. Remember that the Foundations and Topics need to be directly aligned!
Last, write down the indicators that were being addressed – be sure to note if the indicators went across multiple age ranges.
Note to trainers: Give participants several minutes to complete each bullet above. Depending on your participant group, you may want to have participants pair up or get into small groups if they work in the same program or with the same age group.
Now that you have identified Foundations, Topics and Indicators that align with a recent activity with the children, let’s check ourselves. Can I have a volunteer to share your information? Please tell us about your activity or at least the topic and expectations you were hoping to achieve. Then, read us your first Foundation and we will all go through the document to find that Foundation. Now, tell us the Topic and Indicator(s) you identified. Does anyone have any thoughts or questions about that Foundation, Topic and/or Indicator and how they apply to this lesson? (Address any questions or comments.) Now, read us your next Foundation and we will do the same thing. (Be sure to have at least two share their matrices.)
Now that we have gone through a few of your matrices. What thoughts do you have about how to use this tool? You will see the great benefit of planning in this way so that you can review your lessons and the depth and breadth of Foundations and Topics you are using throughout your curriculum to ensure that the skills and concepts that we expect children to know and be able to do are being thoroughly addressed.
Note to trainers: Be sure to start with volunteers as participants may be a bit hesitant to share. Be sure at least 2 plans are shared so that everyone can see how this all works and comes together. As well, be certain that participants are flipping through the document and finding the Foundations that are being discussed so that there is a clear understanding of the use of multiple Foundations across developmental areas in their purposeful planning.
As well, if the programs with whom you are working have a structured planning system, they may bring those in to do this activity. The goal of this is to discuss and practice how align to the Foundations, Topics and Indicators. There is not a requirement to use this matrix but it is a really nice tool to use for the purpose of intentionality and purposeful planning.
Time: minutes for this entire activity
Materials / Handouts: Participants will need the Foundations and two blank multi-age matrices

58. Wrapping it Up
Before we wrap up this training, let’s revisit the chart paper we made at the start of this training with what knowledge you wanted to be sure you walked out of this training with.
Note to trainers: Take a few minutes to review the notes made at the start of the training on the chart paper – check them off as you note the questions had been answered or comments had been addressed. If something appears to not have been addressed, see if you can address it or make note and alert the prepares of this training to answer and/or add to the training.
Time: 5 minutes

59. Don’t forget to keep an eye on the website to watch for any new resources and guidance!

60. The Foundations Are more than a document
Help you plan for intentionality in your curriculum
Help you plan for depth and breadth of skills and concepts in your curriculum
Were designed for all children
Are user friendly
As we close, please remember that the Foundations are more than just a document. They help you to plan for intentionality as well as depth and breadth of skills and concepts in your curriculum. They were designed for all children and are user friendly. Intentionally planning throughout your curriculum for the skills and concepts found within the Foundation to be demonstrated will ensure positive outcomes for ALL children.
Don’t forget to watch for updates on the Indiana Department of Education website. There will be an increased number of supporting documents and in-depth training for each developmental area to assist you with your implementation of the Foundations.

61. Thank you for your time and participation today!

62. Note to trainers: Don’t forget to add a slide with your name and contact information.

63. Training Developed in Collaboration