draft #1 kick-off eceplc 5-2
DESCRIPTION
ECEPLC Day 1 TrainingTRANSCRIPT
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Early Childhood Education PLC Year 1, Cohort 1, Session I May 18, 2012
Presented by:Judy Sanchez, Project Director IIIJacqueline Lopez, Consultant IILos Angeles County Office of Education
The Los Angeles County Early Care and Education Workforce Consortium is funded by First
5 LA and Los Angeles Universal Preschool
+Who’s in the Room?
Introductions
So, what brings you here?
+Video
Early Learning Matters
+Outcomes
Clearly define the goals of the ECEPLC project.
Build commitment for Early Childhood Education and collaboration by establishing a shared vision for early childhood education.
Provide rationale for establishing high quality early childhood programs and strong articulation from preschool to transitional kindergarten and beyond.
Examine key issues and considerations in planning a quality transitional program.
+Mission of ECEPLC Project
This is a multi-year professional development opportunity supporting elementary principals and transitional kindergarten (TK) teachers with the implementation of developmentally appropriate TK programs and the development of Early Childhood Education Professional Learning Communities. It offers a model for collaboration among preschool educators and transitional kindergarten teachers to support the articulation and alignment of preschool through transitional kindergarten and beyond.
+Shared Vision Activity
+ECEPLC Project Goals
Support principals and teachers in the implementation of high quality, developmentally appropriate transitional kindergarten programs.
Promote quality early learning practice among preschool and transitional kindergarten teachers.
Increase collaboration among preschool and transitional kindergarten teachers through the implementation of a site-based ECE Professional Learning Community.
+Guiding Principles
Support continuous learning and improvement
Promote spirit of collaboration
Strengthen and retain professionals in early childhood education.
+Take a Look at Early Brain Development Research
+Emerging Trends in Early Care and Education
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Pathway to Student Success
“To ensure that all children fulfill their potential as individuals and citizens, we must re-imagine public education as a system that begins not with kindergarten, but with quality pre-k, and builds on that foundation to raise performance in later grades.”
+Blueprint for Great Schools
“The California Early Learning Advisory Council has been established to develop a comprehensive system and policy plan for early learning and preschool services in California, begin coordination of standards and an early childhood data system that connects with K-12, and work toward developing a coherent preparation, training and professional development system.”
+Smooth Transitions to Kindergarten
“Districts must consider what strategies can be put in place to encourage communication and partnerships between preschool and kindergarten staff. Research also indicates even greater value in developing strategies that link preschool not only to kindergarten but through third grade.”
+Preschool – Grade 3 Alignment
“Adopt a more expansive view of the first stage of education as a period extending from pre-kindergarten through third grade…Experts are building a growing body of evidence that shows children reach higher achievement levels in programs with PK-3 components.”
+ECE = Student Achievement
“More and more school districts are viewing early childhood education and preschool as a critical component in their overall plans to raise student achievement”
+Activity
Consider the following:1. Key Features of PreK – 3rd Grade Aligned
Programs2. Early Childhood Education
Recommendations (Blue Print for Great Schools)
3. Best Practices of Hacienda-La Puente USD
Determine what features or practices are already in place at your school/district site.
+Key Features of PreK-3rd Early Education Programs High-quality, voluntary universal pre-K for all 3- and 4-year olds
Full-day kindergarten
Qualified teachers with both a bachelor’s degree and specialized training in how young children learn
Opportunities for teachers to share data, planning, and professional development across grade levels
Strong leadership committed to providing children with a seamless educational experience
Opportunities for parent and community engagement
Quality, developmentally appropriate curriculum and standards that are aligned from pre-K through third grade.
Shared accountability, between preschools, public schools, parents, communities, for ensuring that all children read and do math on grade level by the end of 3rd grade.
+A Blueprint For Great Schools
ECE Key Recommendations:
Develop an infrastructure for birth to grade three system
Develop an early childhood data system linked to K-12 system
Improve pre- and in-service training for early childhood teachers and classified staff
Design and fund universal transitional kindergarten programs
+Local Efforts Lead the WaySnapshot: Hacienda-La Puente USD
Integrated preschool classrooms into 22 elementary schools
Serves 1,100 preschoolers through a combination of options
Preschool portable trailers located next to kindergarten classrooms
Preschool and kindergarten teachers meet regularly (monthly or every two months) to plan activities and discuss curriculum alignment
Shared or cooperative activities: vegetable garden, field trips and other joint projects, such as pairing 2nd/3rd grade students with preschool students for reading activities.
+What road sign best represents your school in the planning and implementation of PreK and beyond continuum of learning?
+Kindergarten Readiness Act of 2010
Senate Bill 1381 changes California’s entry-age for kindergarten from five years of age, and for first grade from six years of age, by December 2nd to September 1st. The new age requirement will be phased-in over three years beginning in the 2012-2013 school year.
+What is Transitional Kindergarten?
Critical reform that bridges the path from preschool to K-12.
Gives children the gift of time to fully develop and succeed in kindergarten.
Offer developmentally appropriate curriculum that is aligned to preschool foundations and kindergarten standards.
Taught by credentialed teachers with early learning experience.
Part of the public school system.
+Transitional Kindergarten
+Planning for TK ProgramHow to get started?
+Transitional TK Planning Guide
Program Structure and Design – Overview
Planning Effective Instruction, Curriculum and Assessment (Day 2-4)
+Program Structure and Design
Create a TK communication team
Define the TK message for the district
Determine what funds are available for TK
Identify the facilities that are available for TK classrooms
Design the organization and structure of the TK program
Determine staffing and professional development needs.
Plan for articulation for PreK – Transitional Kindergarten and Beyond.
+Communication
Set up a multiple stakeholders group and meet regularly as TK programs are being developed and implemented.
Meet with preschool programs to establish mutual understanding of Transitional Kindergarten.
Create and identify a variety of ways to communicate with parents, teachers, school staff, board members, union representatives and other community members.
Draft a variety of letters: information letters, TK enrollment forms, acceptance form, withdrawal form, continuance form
+TK Message – Outreach Material
“Main message to the community should be that the two-year program provides the opportunity for young children to be successful in school and that it will build a solid academic foundation by providing developmentally appropriate experiences.”
+Outreach Strategies
Parent Orientations Media Outreach – Parent Help Line, Web site
links Brochures, fliers, banners Training on TK for central office enrollment
and school staff Small group/one-on-one conversations Testimonies from TK parent
ambassadors/champions Classroom tours Resource table at district/school events http://www.preschoolcalifornia.org/get-involve
d/events/2011/save-the-date-transitional.html
+Funding
Districts will receive the same California average daily attendance (ADA) rate of funding that is provided for kindergarten.
ADA will be based on the number of children enrolled in transitional kindergarten and kindergarten.
Children participating in TK are also included in state and federally funded programs that districts receive for kindergarten such as K-3 Class Size Reduction, Title I, Economic Impact Aid and any other revenue that applies to kindergarten students.
Private grants for early learning (www.donorschoice.org)
+Staffing and Professional Development Needs
TK Teacher Selection:
Ideally has early learning experience
Understands child development and developmentally appropriate practices.
Builds trust, responsive, encourages and challenges children cognitively
Refines his/her practices through ongoing professional development
Willing to serve as mentor or lead teacher who supports new teachers and provides helpful feedback
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Top Quality Teachers
• Caring• Nurturing• Flexible • Hard-Working• Energetic• ECE Knowledgeable
To work in Transitional Kindergarten classrooms.
+Facilities & Materials
TK facilities must be the same as what is required for kindergarten.
Play yard design must provide a variety of activities for development of large motor skills and restrooms need to be self-contained within classroom or kindergarten complex.
Outdoor areas are extensions of the classroom.
Developmentally appropriate materials easily accessible to students.
Classroom materials reflect all cultures, families and communities of students.
+Organization and Structure
Classroom Environment
Environment is nurturing and engaging
Well established classroom routines and structure
Small and large group activities
Students actively engaged in learning; creative, imaginative, and challenging learning tasks
Learning centers and lessons activities encourage inquiry and exploration
Rich oral language experience is provided
Balance between student- and teacher-directed activities
+Plan for Articulation
“It is in the best interest of children if each group of adults (private/public ECE providers and transitional kindergarten) that care for and educate them over time communicates with each other to produce common goals and accurate information about past and future practices.”
+Resources
Transitional Kindergarten (TK) Planning Guide
TK digital library (www.tkcalifornia.org)
Preschool California (www.preschoolcalifornia.org)
TK statewide monthly calls - Every third Tuesday 3:00 – 4:00 p.m.
Preschool Learning Foundations & Frameworks, Volume I & II
K-Content Standards & Common Core Content Standards
NAEYC: Development Appropriate Practices
http://fcd-us.org/our-work/prek-3rd-education
+Training Evaluation
Please complete training evaluation form.
Share with table partners two things that you learned from today’s session.
+Operational Issues
Attendance is Important.
Review Training Dates (May-June 2012) Make-up Sessions (Summer or Webinar)
Identify Training Dates for Year 2
Define key roles & responsibilities of ECEPLC consultants
Discuss Reimbursement Process for Sub-Pay
Identify best mode of communication. Verify and authorize distribution of Cohort 1 Directory
Complete Release Form