Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant...
-
Upload
rachel-mccoy -
Category
Documents
-
view
215 -
download
1
Transcript of Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant...
![Page 1: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/1.jpg)
1
Creating Developmentally Appropriate and Rigorous Classrooms
Bob Butts, OSPI Assistant Superintendent of Early LearningKristi Dominguez, Bellingham School District
Laurie Sjolund, Sumner School District
WebinarJuly 8, 2015
![Page 2: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/2.jpg)
2
Our Focus
Focus today will be on how to create Developmentally Appropriate and Rigorous Classrooms• Information regarding WaKIDS and other aspects
of Full-day Kindergarten are included in a webinar on April 28 and on our website at: http://www.k12.wa.us/earlylearning/
• See last slide of this presentation for additional contact information
![Page 3: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/3.jpg)
3
Timeline71.88% of students are funded for the 2015-16 school year and 100% in the 2016-17 school year
The eligibility list is posted on the OSPI Financial website http://www.k12.wa.us/SAFS/default.asp
OSPI has distributed a memorandum with information on how NEW schools may receive funding (Existing schools need not apply)
• School districts with eligible schools will need to notify OSPI via i-Grants whether they want to accept funding by July 9, 5:00 pm
• If funds remain after first notification, OSPI will notify districts with schools that have the next highest levels of free/reduced price lunch eligibility
![Page 4: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/4.jpg)
4
Statutory Requirements (RCW 28A.150.315)
Priority list based on free/reduced lunch eligibility in October of prior year• Once funding is received, funding continues even if F/R eligibility decreases
At least 1000 hours of instruction (As defined in RCW 28A.150.205, which includes parent conferences)
A curriculum that offers a rich, varied set of experiences that assist students in:• Developing skills in reading, mathematics, and writing• Developing communication skills• Providing experiences in science, social studies, arts, health and physical
education, and a world language other than English
• Acquiring large and small motor skills• Acquiring social and emotional skills• Learning through hands-on experiences
![Page 5: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/5.jpg)
5
Statutory Requirements (continued)
• Establish learning environments that are developmentally appropriate and promote creativity
• Demonstrate strong connections and communication with early learning community providers
• Participate in kindergarten program readiness activities with early learning providers and parents
• Administer the Washington Kindergarten Inventory of Developing Skills (WaKIDS)
![Page 6: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/6.jpg)
6
FDK Professional DevelopmentOSPI and the ESDs have created three FDK
PD modules:• Child Development• FDK Learning Environment• Learning Centers
Created for kindergarten teachers
Will be offered at Starting Strong (August 3–5)
Several ESDs will be offering the PD this summer and next fall:• Contact your ESD FDK Coordinator to see if your ESD is offering the module training • School districts also may offer the trainings
More information? Your ESD http://www.k12.wa.us/EarlyLearning/pubdocs/Full-DayKindergartenWaKIDSStateContacts.pdf or Janet Collier, ESD 113 [email protected] 360.280.884
![Page 7: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/7.jpg)
7
Starting StrongSessions will be aimed to provide kindergarten teachers, principals, and administrators practical information in how to create successful full-day kindergarten programs
• Sessions on: FDK Learning EnvironmentChild DevelopmentLearning Centers
August 3–5, Tacoma Convention Center
Hosted by ESD 113
Register at http://www.startingstrong.net
![Page 8: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/8.jpg)
8
WaKIDS Training
WaKIDS Introduction 101 Training – Required for NEW WaKIDS teachersWhat’s New in WaKIDS 2015 Webinar - http://www.k12.wa.us/WaKIDS/Materials/default.aspxWaKIDS Advanced 201 Training – OptionalTrainings posted at: http://www.k12.wa.us/WaKIDS/Events/default.aspx
![Page 9: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/9.jpg)
9
Kindergarten GuideOSPI is making available a guide for implementing high quality FDK Programs• Being written by Kristi Dominquez and Laurie Sjolund• Focus is “rigorous and developmentally appropriate”• For new and existing FDK classrooms• Aligned with State FDK Requirements
Sections will be available in early July at: http://www.k12.wa.us/EarlyLearning/Resources.aspx
![Page 10: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/10.jpg)
Student centered, hands-on learning experiences promoting creativity
Deep knowledge of child
developmentRich learning environments
Balanced and aligned
curriculumAssessment of
and for learning
Full-Day KindergartenEvery student, every classroom, every day
Engaging Interactions and Integrated Content
Washington Learning Standards for Kindergarten
Hig
h Q
ualit
y In
stru
ction
Planning and preparationFamily Connections
Early Learning CollaborationWhole Child Assessment
LiteracySocial Skills
Emotional Skills
Approaches to Learning
Math Science Large Motor Skills
Small Motor Skills
World Language
Physical EducationHealth
Social Studies
DEVELOPMENTALLY APPROPRIATE AND ACADEMICALLY RIGOROUS
Communication Skills Arts
Social Skills
Approaches to Learning
Physical Education
![Page 11: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/11.jpg)
Guiding Principles
Families are children’s first and most important teachers.Collaboration among families, schools and communities supports each child’s growth and development.All children are capable and competent learners.Children thrive with secure relationships with adults and in environments that are safe, positive, play-based, age-appropriate, and balanced between independence and structure.Children learn best through active participation and when provided opportunities to learn through discovery, interaction, creativity, problem-solving, conversation, and play.
![Page 12: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/12.jpg)
12
Guiding Principles
A high-quality kindergarten provides developmentally appropriate and academically rigorous learning opportunities that are balanced between child-initiated and teacher-guided.A high-quality kindergarten recognizes and supports differences in the needs, skills and abilities of children as they develop as individuals.Kindergarten is a transition year and a bridge between early learning experiences and the K-12 system. Leaders of high-quality kindergarten programs have an understanding of child development and appropriate instructional practices to effectively support teachers
![Page 13: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/13.jpg)
Maximize the Benefits
Beyond adding time to the day/week
Sustaining gains beyond kindergarten
Capitalize on the opportunity
Planning Team
Clear focus
Driven by research
![Page 14: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/14.jpg)
Kindergarten is a transition year
Sept-Oct Looks and feels
more like Preschool
Transition through Kindergarten
May/JuneLooks and feels
more like 1st Grade
![Page 15: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/15.jpg)
Kindergarten is a transition between home and school, a bridge between
early childhood education and elementary school, and a foundation for social and academic skill
development. …Kindergarten teachers need to know who they are, what their
role is, and what the goals for their program are.
Teaching and Learning in the Kindergarten Year, 2006, pg 10
![Page 16: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/16.jpg)
Outcomes of High Quality Kindergarten
Increase• In student time to develop skills and concepts at their own rate.• competence in social, emotional, cognitive, language, literacy and math skills.• coordination in physical skills.• integration of new ideas, experiences, and concepts.• in student engagement.• in positive self-concept for students.
Decrease • In remediation of foundational skills.
![Page 17: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/17.jpg)
Characteristics of High-Quality Programs
• Understanding child development and learning
• Teacher-child relationships
• Comprehensive standards-based curriculum
• Learning through play
• Effective instructional practices
• Supports for students at risk
• Assessment
• Professional Development
![Page 18: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/18.jpg)
Developmentally Appropriate Means
Teaching young children in ways that: 1.) meet each child where they are and 2.) help each child reach challenging and achievable goals."
18
![Page 19: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/19.jpg)
"Experts tell us that 90% of all brain development occurs by the age of five. If we don't begin thinking about education in the early years, our children are at risk of falling behind by the time they start Kindergarten."
- Robert. L. Ehrlich?
![Page 20: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/20.jpg)
It starts with the hire…According to teachers, qualities that effective teachers display include:
• A strong understanding of the subject matter. For Kindergarten this would encompass not only grade level standards, but child development as well.
• Personal interest in the students as well as the ability to work with families.• Ability to create a warm, responsive classroom environment.• Enthusiasm for the students and their learning.
Upon asking principals what they are looking for, a slightly different view was taken. They would add that a high quality early learning teacher:
• Is able to plan, organize, and execute developmentally appropriate lessons.• Child oriented.• Display enthusiasm for his/her students.
![Page 21: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/21.jpg)
It’s August, now what?• Think about the physical environment• The classroom is the 2nd teacher• Room arrangement is critical• Areas within the room• Unique and dynamic learning spaces for every child to learn• Equipment needs to be easily accessible, in a definite location
and clearly labeled
![Page 22: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/22.jpg)
The classroom is organized to provide settings for large groups, small groups and individuals. The room is arranged so children can self-select materials, plan activities and work independently.
![Page 23: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/23.jpg)
Defining Common Spaces
• Whole & small group area
• Library Area
• Writing Area
• Toy Area
• Block Area
• Art Area
• Home Area
*The materials in each area are open ended. You are reaching students’ cognitive and creative spaces in the brain when you allow children to create their own learning.
![Page 24: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/24.jpg)
The interactive learning style of kindergartners must be reflected in the structure of the schedule.
• Sedentary components of the day must be separated by the more active elements.
• Whole group times should be limited to 20 minutes (at the beginning of the year much shorter.)
• There must be a balance of teacher directed and student initiated activities.
• 60-70 minute uninterrupted student directed work time.
![Page 25: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/25.jpg)
Daily ScheduleSample Schedule: Full Day Kindergarten - Beginning of Year8:30 Table Jobs8:50 Morning Meeting9:20 Small Groups: Literacy Stations/Reading10:15 Large Group/Small Group: Writing Instruction11:00 Read Aloud11:25 Lunch11:50 Recess12:15 Learning Centers1:20 Recess1:35 Math 2:15 Specialists (PE/Music/Library)3:00 Dismissal
Sample Schedule: Full Day Kindergarten - End of Year
8:30 - Entry task8:45 - Morning Meeting9:10 - Literacy Block - mini lesson, literacy stations, guided reading10:10 - Brain Break/Movement10:15 - Math Workshop - mini lesson, math stations/games11:00 - Read aloud11:20 - Lunch/Recess12:20 - Writers Workshop - modeled writing lesson, student planning, small group guided writing, sharing1:20 - Recess1:35 - Learning Centers2:15 - Specialists3:00 - Dismissal
![Page 26: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/26.jpg)
Play is the highest form of research.”
Albert Einstein
![Page 27: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/27.jpg)
A Balancing Act
Ample play, no teacher support
Child Initiated Play
Children explore the world
Guided, Intentional Play
Teachers guide learning
No play,Teacher-led instruction,
scripted teaching.
Kindergarten Continuum(adapted from Crisis in the Kindergarten)
Loosely StructuredAll Play
Highly StructuredNo Play
![Page 28: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/28.jpg)
“Is kindergarten about play or is it a place of learning?” To anyone
who understands
kindergarten and kindergartners, that is like asking whether life is about work or family, or whether water or air
is more important.
Teaching and Learning in the Kindergarten Year, 2006, p 7
![Page 29: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/29.jpg)
PLAY!The teacher’s role in learningful play:
INTENTIONAL TEACHING
Our observations and interactions support, extend, and enrich learning
![Page 30: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/30.jpg)
30
Observational Assessment
![Page 31: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/31.jpg)
The story of Sidd In just one day at work time, Sidd solved one problem. Within this problem, he worked on:
-fine motor development-social/emotional skills-oral language skills-asking questions-measurement-line and shape-finding resources
![Page 32: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/32.jpg)
Curriculum, Common Core, TPEP, WAKIDS
• “…it starts with the child and not with the subject matter.” –David Elkind
• The children bring the curriculum. Instruction can be individualized, differentiated and aligned with CCSS by using a balanced literacy approach with many opportunities for choice.
• Teaching Strategies Gold data can be used for TPEP learning goals
![Page 33: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/33.jpg)
It all begins with the child…
Child Development
Environment
Adult Child Interactions
Teaching Learning Cycle
Curriculum
![Page 34: Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Kristi Dominguez, Bellingham School.](https://reader030.fdocuments.in/reader030/viewer/2022032523/56649d785503460f94a5a4da/html5/thumbnails/34.jpg)
34
Additional InformationOSPI Web Pages:
Full-day Kindergarten: www.k12.wa.us/EarlyLearning/FullDayKindergartenResearch.aspx ESD Full-day K Coordinators, requirements, resources for educators
FDK Eligibility List: http://www.k12.wa.us/SAFS/default.asp
WaKIDS: www.k12.wa.us/WaKIDS/ Summer training schedules, ESD WaKIDS Coordinators
OSPI/ESD Contacts:
Full-day K: Bob Butts [email protected], 360.725.0420
Mercedes Eckroth [email protected], 360.725.4952
WaKIDS: Kathe Taylor [email protected], 360.725.6153
Susan Swanberg [email protected] , 360.725.6161
ESD FDK/WaKIDS Coordinators: www.k12.wa.us/EarlyLearning/Resources.aspx
Full-day K Prof. Dev. Modules: Janet Collier [email protected] 360.280.8841
Full-day K Guide: Laurie Sjolund [email protected]
Kristi Dominguez [email protected]