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Draft #1  kick-off eceplc 5-2
 

Draft #1 kick-off eceplc 5-2

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ECEPLC Day 1 Training

ECEPLC Day 1 Training

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  • Welcome ParticipantsIntroduce Ourselves
  • Introduce yourself: NameTitleSchool, DistrictWhy did you choose to participate in ECEPLC project?Have Map of LA County and all participating districts and schools highlighted.
  • An Ounce of Prevention Organization videoWhile our project, ECEPLC, is not funded by An Ounce of Prevention Organization, our mission is aligned to that of An Ounce of Prevention, First 5 LAUP and many other Early Childhood Education advocates. Background Information – An Ounce of Prevention
  • 1. Explain that some of the training outcomes will apply to overall project outcomes. Agenda Review
  • Shared Vision Activity –Provide participants a handout to record their brainstorm.Respond: What is your vision for educating young children? How do they learn best? What does the environment look and feel like? How do educators collaborate to create the strongest program? What do children obtain academically and emotionally?Record at least 20 thoughts on handout.Compare with table partners and highlight all items that are in common. Write aReflect: How does shared vision statement compare to district’s or school’s vision for students? How can TK support this vision?Post Training: Identify commonalities across all shared vision statements and create a WORDLE Poster with key terms.
  • Jigsaw Article: Early brain development research review and update by Pam Schiller
  • The PEW Center on the States (Vision grounded on rigorous research and informed by interviews with education experts, as well as lessons from PEW’s decade-long initiative to identify the knowledge and skills students need to succeed in school. Preschool and ECE, an approach to support school reform, close the achievement gap, and raise positive student outcomes.
  • Even though CA has experienced serious reductions over the last few budget cycles, it is critical that we maintain the basic infrastructure of the early learning and development programs that serve our youngest learners, including high-quality preschool programs, so that the system can expand when funds are available.
  • Resource:California School Boards Association: Expanding Access to High-Quality Preschool Programs
  • Resources:California School Boards Association: Expanding Access to High-Quality Preschool Programs http://fcd-us.org/our-work/prek-3rd-education
  • Resource: On the Cusp in California:Historically, different perceptions have existed about and among the k-12 and early childhood care/preschool systems. These systems have been viewed as operating separately. However, Leaders from early childhood education and K-12 now agree that both systems can learn from each other and need to work to understand and appreciate each other’s strengths.Sample policies to support Preschool/Early Childhood Education On the Cusp in California:“California, however, might be more ready than other states to implement more comprehensive systems because of its experience with First 5.”Moving away from a preschool-centric model to a broader view of early childhood. California is moving towards building integrated preschool-early-elementary – or PreK-3rd – early learning experiences.
  • Add comment about other districts
  • On the Cusp in California: How PreK-3rd Strategies Could Improve Education in the Golden State
  • Report submitted to State Superintendent of Public Instruction Tom Torlakson on August 9, 2011Provide participants excerpt from report highlighting ECE key recommendationsECE Key Recommendations:Develop a comprehensive system of supports for childrenPreserve First Five Commission and County Commission fundingImplement a Quality Rating and Improvement SystemDesign and fund early learning programs and professional development systemsBuild support for innovative funding models
  • On the Cusp in California: How PreK-3rd Strategies Could Improve Education in the Golden StateSeveral districts throughout Los Angeles county have established strong collaboration and articulation between preschool and early elementary grades. Preschool Options at HLPUSD: Head Start, state preschool, general child care and LAUP preschool
  • Discussion: What road sign best represents your school in terms of planning and implementing a prek and beyond continuum of learning?
  • TK Planning GuideBlueprintOpportunity to expand access to kindergarten readiness, access to an additional year of high-quality early learning and as a result, be better prepared to succeed in kindergarten and beyond. On the Cusp in CAKindergarten is a particularly important link in the PreK – 3rd continuum, because it bridges preschool and the early elementary grades. Transitional Kindergarten offers even a greater opportunity to build stronger connections between early childhood education and elementary.
  • Preschool CaliforniaCritical reform that bridges the path from preschool to K-12.Supports children’s love of learning and gives children the gift of time to help them develop the social, emotional and academic skills they need to succeed in kindergarten TK will offer children developmentally appropriate curriculum that is aligned to preschool foundations and kindergarten standards.TK will be taught by credentialed teachers with early learning experience.TK will be part of the public school system.
  • Activity: In small groups, using Frayer Model, chart definition, facts/characteristics and provide examples and non-examples of transitional kindergarten.
  • Day 2-4Assess TK Classroom EnvironmentDetermine how to teach in a TK classroomDecide what to teach in a TK classroomDetermine how to know if students are learning.
  • TK Planning Guide
  • Transitional Kindergarten Parent Engagement Toolkit available on www.preschoolcalifornia.orgTransitional Kindergarten Llibrarywww.tkcalifornia.orgDevelop a communication plan.Reaching out to ECE providers is important, because they may fear that TK will encroach upon their programs. However, once SB1381 is fully implemented, TK offers the youngest children who are eligible for kindergarten an extra year of a developmentally appropriate program. Implementation of TK could be seen as an opportunity for school districts and ECE providers to communicate regularly regarding programs that are developmentally, culturally, and linguistically appropriate for young children.
  • TK Planning GuideOutreach to parent is CRITICAL.Parent involvement and Engagement – Parent Toolkit Available - Future Training Module- - Preschool California WebsiteProvide information in multiple languages
  • Click on link to Preschool California and explore site.Customizable Parent BrochureParent Engagement ToolkitLink to TK Library --- www.tkcalifornia.orgVideo Segments
  • LAUSD – Funded materials, trainings and TK coacheswww/DonorsChoice.org and First 5 (matches funds)Submit proposal, up to 2 per teacherCan request up to $2,000 in materials
  • LAUSD’s ExperienceSelect Top Teachers:Teachers must be flexible, not follow a script, willing to work extra, energetic.
  • Your picture belongs here. You were selected by your school site principals because you exemplify these qualities.
  • The law mandates that a TK program be offered at each elementary and unified school district, but not required at every elementary school site in district.
  • Nurturing environment: warm, welcoming, and inclusiveScheduling and class configurations (combo classes) should also be considered.
  • TK Planning GuideSchool districts should leverage the focus on the TK program to enrich all preschool through grade three and increase opportunities for vertical articulation at school sites and early education centers. (Monthly, or at minimum, quarterly articulation meetings)Table Discussion:Brainstorm possible articulation activities, for example, vertical articulation meetings, staff development, etc.
  • Encourage participants to be part of afternoon planning session. Customize “Building a Transitional Kindergarten” template from TKCalifornia website.

Draft #1  kick-off eceplc 5-2 Draft #1 kick-off eceplc 5-2 Presentation Transcript

  • +Early Childhood Education PLCYear 1, Cohort 1, Session IMay 18, 2012Presented by:Judy Sanchez, Project Director III The Los A ngel es Count y Ear l y Car e and Educat i on W kf or ce Consor t i um orJacqueline Lopez, Consultant II i s f unded by Fi r st 5 LA and Los A ngel es U ver sal Pr eschool niLos Angeles County Office of Education
  • + 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  Thisis 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  Strengthenand retain professionals in early childhood education.
  • + Take a Look at Early Brain Development Research
  • + Emerging Trends in Early Care and Education
  • + 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 Programs 2. 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 Way Snapshot: 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 Program How 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- involved/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
  • + 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.  Sharewith 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