Full-day Kindergarten/WaKIDS Creating Developmentally Appropriate and Rigorous Classrooms Bob Butts, OSPI Assistant Superintendent of Early Learning Nancee Alvord, WaKIDS Professional Development Coordinator Kristi Dominguez, Bellingham School District Laurie Sjolund, Sumner School District Webinar January 28, :00 pm 4:30 pm 1 Download Now: Full-Day Kindergarten GuideFull-Day Kindergarten Guide Full-day Kindergarten Recommendation of Washington Learns First 10% of children funded in 2007 Highest poverty schools funded first Part of the definition of Basic Education In , state law requires the Legislature to fund all schools and schools are required to provide it However, Legislature provided funding for 100% of schools in One-year early Districts not obligated to provide it in List of current and newly eligible schools available at: FDK Funding iGrant Application Memo (M079-15) asks districts whether or not they want the funds for new schools begining school year Respond via iGrants Form Package 765 by April 15, 2016 For next year, schools may request funding for a portion of their classrooms In the past, ALL of the classrooms in a school had to be full-day In selecting students, must prioritize low income and other students who would benefit from FDK If you do not accept the funds, you will be asked to explain why Will also ask if you are displacing existing pre-school programs 3 Common Questions/Answers Voluntary FDK means that parent can choose whether to enroll their children in FDK A Part-time option needs to be available District do not have to provide noon-transportation If you do a mid-day bus run, OSPI will reimburse the district Parent-Partner/Online Programs Will be having discussions with districts. Let Bob know if you want to join the discussion Newly Constructed/Reopened Buildings not listed in iGrants: There is a space to add them in iGrants Other? -- Please let us know -- 4 Statutory Requirements (RCW 28A ) At least 1000 hours of instruction (As defined in RCW 28A , 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 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) 6 Three Components of WaKIDS Early Learning Collaboration-aligns practices of early learning professionals and kindergarten teachers to support smooth transitions. Whole Child Assessment- GOLD is the tool teachers use to learn about the skills and strengths of the children in their class. Family Connections- SF FDK classrooms may use 3 days at the beginning of the year to meet individually with each students family. A 180-day waiver is not needed. For Principal Series: For more information: 7 WaKIDS Whole Child Assessment Washington State uses GOLD by Teaching Strategies as the tool for implementing the whole child assessment. GOLD research based objectives are predictive of academic success and are aligned with Washington State Learning Standards. GOLD offers opportunities for teachers to document and track a childs development, provides resources for planning next step activities, and generates reports which provide rich data for teachers, districts, ESDs and the state. ESDs will provide you a password to access GOLD by Teaching Strategies For more information: For more information: Fall 20158 WaKIDS: Training Requirements Prior to administering GOLD, teachers are required to attend a training, which is provided by each of the states Educational Service Districts (ESDs) training dates will be posted by March 1 SeeOSPI provides an allocation to each ESD to reimburse districts for teachers from FDK schools to attend WaKIDS 101 trainings The rate of reimbursement for districts is $480 for each teachers participation in the required two-day WaKIDS 101 training Amount paid to teachers by districts varies By passing an Inter-Rater Reliability assessment at the training, teachers are calibrated in using GOLD For more information: Fall 20159 FDK Professional Development OSPI 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 Conference in Tacoma on August 13, 2016 Several ESDs will be offering the PD this spring and summer: Contact your ESD FDK Coordinator to see if your ESD is offering the module training School districts also may offer the trainings. A TOT is scheduled on April Contact More information? Contact your ESD 10 Up-coming FDK PD Modules (Does not include WaKIDS Training) 11 ESDDatesContact ESD 105/YakimaJuly 27 ESD ESD 112/VancouverJuly ESD 123/Tri-CitiesMarch 30/ April 13ESD 171/WenatcheeAugust ESD 189/AnacortesJuly Kindergarten Guide OSPI has made a guide available for implementing high quality FDK Programs Written by Kristi Dominquez and Laurie Sjolund Focus is rigorous and developmentally appropriate For new and existing FDK classrooms Aligned with State FDK Requirements Is available at:12 High Quality Kindergarten Meets State Requirements Developmentally Appropriate Student Centered Integrated Content with rich, hands-on experiences Based on rigorous standards Connections to early learning and parents Student centered, hands-on learning experiences promoting creativity Deep knowledge of child development Rich learning environments Balanced and aligned curriculum Assessment of and for learning Engaging Interactions and Integrated Content Washington Learning Standards for Kindergarten High Quality Instruction Planning and preparation Family Connections Early Learning Collaboration Whole Child Assessment Literacy Social Skills Emotional Skills Approaches to Learning Math Science Large Motor Skills Small Motor Skills World Language Physical Education Health Social Studies Communication Skills Arts Social Skills Approaches to Learning Physical Education Guiding Principles Kindergarten is a transition year Sept-Oct Looks and feels more like Preschool Transition through Kindergarten May/June Looks and feels more like 1 st Grade 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 Outcomes of High Quality Kindergarten Increase 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 remediation of foundational skills. 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 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 Developmentally Appropriate Practice As NAEYC defines it framework of principles and guidelines for best practice in the care and education of young children, birth through age 8. grounded both in the research on how young children develop and learn and in what is known about educational effectiveness. The guidelines for developmentally appropriate practice address decision making in five key practice areas Creating a caring community of learners; Teaching to enhance development and learning; Planning curriculum to achieve important goals; Assessing childrens development and learning; and Establishing reciprocal relationships with families. 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." 23 "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 ? 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. Its August, now what? Think about the physical environment The classroom is the 2 nd 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 If you have 24 students, you only own 1/25 th of the wall space. -Margaret Mooney Environment is not just about desk arrangement. Its about the layout, the spaces, the walls and the feeling one gets when they walk into your environment. 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. 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. Daily Schedule Sample Schedule: Full Day Kindergarten - Beginning of Year 8:30 Table Jobs 8:50 Morning Meeting 9:20 Small Groups: Literacy Stations/Reading 10:15 Large Group/Small Group: Writing Instruction 11:00 Read Aloud 11:25 Lunch 11:50 Recess 12:15 Learning Centers 1:20 Recess 1:35 Math 2:15 Specialists (PE/Music/Library) 3:00 Dismissal Sample Schedule: Full Day Kindergarten - End of Year 8:30 - Entry task 8:45 - Morning Meeting 9:10 - Literacy Block - mini lesson, literacy stations, guided reading 10:10 - Brain Break/Movement 10:15 - Math Workshop - mini lesson, math stations/games 11:00 - Read aloud 11:20 - Lunch/Recess 12:20 - Writers Workshop - modeled writing lesson, student planning, small group guided writing, sharing 1:20 - Recess 1:35 - Learning Centers 2:15 - Specialists 3:00 - Dismissal 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 minute uninterrupted student directed work time. Being Intentional, starting Day ONE! Play is the highest form of research. Albert Einstein 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 Structured All Play Highly Structured No Play 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 It is Not Play vs. Learning but Play and Learning Educational benefits include providing a meaningful context for children to learn concepts and skills making learning fun and enjoyable encouraging children to explore and discover together and on their own allowing children to extend what they are learning encouraging children to experiment and take risks providing opportunities for collaborative learning with adults and peers allowing for the practice of skills PLAY! The teachers role in learningful play: INTENTIONAL TEACHING Our observations and interactions support, extend, and enrich learning Play works, but is seriously endangered in todays schools. Joan Almon &Edward Mille Participatory Learning: Child and teacher work together to create a plan. Teacher models, talks, and laughs with child as they work. Collaboration and appropriate play with peers is encouraged. Just right length of time: If the play period is too short, the children cannot develop complex play scenarios, if it is too long, it disintegrates. Hands on Activities: The activities that students engage in develop related to their own interests. Basic Rules & Boundaries: students need clear rules so that they may play safely with themselves, others and are respectful to the materials. Teacher plays an active role: As a subtle observer, the teacher seeks ways to build on childrens interests. The teacher assesses for strengths and next steps. 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 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. GOLD by Teaching Strategies data can be used for TPEP learning goals It all begins with the child Child Development Environment Adult Child Interactions Teaching Learning Cycle Curriculum Choice and Ownership What is your bottom line? Students are offered plenty of appropriate and intentional choices during their day in so they can take ownership over their learning and take larger strides at becoming independent. Additional Information OSPI Web Pages: Full-day Kindergarten:ESD Full-day K Coordinators, requirements, resources for educatorswww.k12.wa.us/EarlyLearning/FullDayKindergartenResearch.aspx New and Current FDK School List:WaKIDS:Summer training schedules, ESD WaKIDS Coordinatorswww.k12.wa.us/WaKIDS/ OSPI/ESD Contacts: Full-day K: Bob ButtsMercedes EckrothWaKIDS: Gretchen Stahr Breunig Nancee Alvord Susan SwanbergFull-day K Guide: Laurie Sjolund Kristi Dominguez ESD FDK/WaKIDS Coordinators:Full-day K Prof. Dev. Modules:DayKindergartenWaKIDSStateContacts.pdfwww.k12.wa.us/EarlyLearning/pubdocs/Full- DayKindergartenWaKIDSStateContacts.pdf 44 Feedback? Questions? Thanks for joining us! 45