New Jersey Department of Education: Division of Early Childhood Education. Kindergarten Training Modules

Transcription

1 1 New Jersey Department of Education: Division of Early Childhood Education Objective: Kindergarten Training Modules Module I: Introducing New Jersey s Kindergarten Implementation Guidelines This presentation provides an overview of New Jersey s Kindergarten Implementation Guidelines. It explains the rationale for guidelines, describes who the document is for, what the Guidelines cover and seek to accomplish, and suggests an action plan for using the Guidelines in school districts. Slide by Slide Presenter Script: The slide by slide script gives the background and information necessary to introduce the Guidelines in school district settings. Presenters should tailor the script to match audience needs. Participant Handouts: Leonhardt, David. July, The case for $320,000 kindergarten teachers. The New York Times. Miller, E., & J. Almon Crisis in the kindergarten: why children need to play in school. College Park, MD: Alliance for Childhood. 4 Slide 1: The Kindergarten Guidelines are intended to advance a comprehensive and seamless educational continuum from preschool through grade three in New Jersey s school districts. Research shows that a preschool through third grade approach can improve student achievement, reduce the need for costly special education services and produce a more educated, skilled and competitive workforce. We have evidence that P-3 systems can lift student achievement dramatically, multiplying the benefits of a school district s initial investment in preschool (Foundation for Child Development 2006). We also know that it will take a team effort -- a school s administrators, instructional staff, and support staff to make consistently high quality kindergarten programming happen across New Jersey. Slide 2: Here s a glimpse of what developmentally appropriate kindergarten programming can look like. Access video using hyperlink provided on slide. After viewing the video, the audience might discuss or presenter might point out how New Jersey s Core Curriculum Content Standards are met, in depth and across curricular domains. Slide 3: No notes.

2 2 Slide 4: The study, dubbed Snapshots, aimed to provide a comprehensive view of kindergarten quality. Refer to Handout: A Snapshot of Quality in Abbott Kindergarten Classrooms or to NJDOE Division of Early Childhood Education website for direct access to the document. APEEC (Assessment of Practices in Early Elementary Classrooms) was one of the classroom observation instruments used for the study. The APEEC is grounded in developmentally appropriate practice for kindergarten through third grade settings. It is designed to measure the quality of practices, activities and arrangements that typically occur in classroom settings. Analysis of the APEEC scores revealed that only 12 percent of the classrooms in the study scored in the range of good quality ( ), 33 percent of the classrooms scored mediocre quality ( ), 44 percent of the classrooms scored in the range of minimal quality ( ) and 1 percent of the rooms scored below minimal quality. The ELLCO (Early Language and Literacy Classroom Observation) was also used in the study, to provide a more discriminating look at supports and strategies that foster language and literacy development. Most classrooms scored at the ELLCO s basic level of quality. The lowest classroom scores confirmed the APEEC findings, indicating limited opportunities for child choice and limited attention to issues such as diversity. Slide 5: Teachers most often provided direct, whole group instruction, follow-up workbook activities and few hands-on materials. Classrooms were essentially quiet, except for teacher s voices. Informal conversations between teacher and child or between children were infrequent. Slide 6: In most kindergarten classrooms, the focus was primarily on the acquisition of isolated skills rather than strategically helping children apply what they have learned. ELLCO results revealed that, while basic strategies to support literacy were generally evident in most rooms, there was little evidence of scaffolded instruction or differentiation based on student needs. And daily gross motor activity, central to a five or six year olds developmental stage, was absent from school life for many kindergartners. Slide 7: The DOE s goal is to give school districts a solid resource for and reason to examine their current kindergarten structures, retool where necessary to avoid elementary school practices (such as classrooms where table/seatwork is the predominant design and structural feature), and to build the capacity for each kindergarten child to learn, grow and be successful in the twenty-first century.

3 3 Slide 8: In short, the Guidelines are for all the adults involved in educating five and six year old children in New Jersey. Slide 9: The Guidelines are divided into three sections. Section One describes the underpinnings for a kindergarten program that is developmentally appropriate. The second section discusses school structures that enable high quality kindergarten to happen. And the final section puts theory into action, showing what that developmentally appropriate kindergarten day looks like in practice. Slide 10: Most importantly, the Guidelines provide a springboard for discussion leading to intentional, researchbased program improvements that align with New Jersey s Core Curriculum Content Standards. The document is a reference to stimulate and support grade appropriate structures in kindergarten, paving the way for optimal learning and seamless transitions throughout the early elementary grades. Slide 11: This is Brandon. He writes, I love going to school. While Brandon is very capable of learning and doing many things, he learns best in an environment that takes into account his developmental stage. By applying knowledge of child development specific to kindergartners, teachers can fine tune their interactions with the children in the class. It sets the stage for optimal cognitive and social emotional growth. It helps teachers plan daily experiences that integrate standards based subject matter skills and knowledge across the curriculum, that make the experiences hands on and play based, balance teacher directed and child initiated activities, and capitalize on opportunities for social interaction. Here s a peek at what it looks like. Go to next slide. Slide 12: Every kindergarten child should have opportunities to experience rich, in depth, integrated studies or projects to enhance higher order thinking, language use, problem solving skills, generalization of knowledge, transfer of learning, and a deeper understanding of concepts. Slide 13: Kindergarten children are active learners. That learning happens though interactions with materials, adults and other children.

4 4 Yet, in more than 50 percent of the classrooms in the Snapshot study, children did not have opportunities to use hands on materials, have discussions with their peers, or have informal conversations with teachers. In these pictures, you can see that math, language arts and social studies are integrated and wrapped in a context meaningful to the children in the class. Within that project based approach there will be lots of opportunities for children to: practice higher order thinking, language use and problem solving skills while developing deeper understanding of concepts and the ability to apply/transfer what is learned to new/novel situations. Slide 14: Learning should not be a two dimensional pursuit in kindergarten. This translates into concrete work with manipulatives and activities that teach skills such as handwriting while children are engaged in authentic, everyday writing experiences. Slide 15: Kindergartners should be making choices, solving problems, and talking and working together many times during the school day. Most of the kindergarten classrooms observed in the Snapshot study had limited opportunities for children to make choices or exercise decision making (even as simple as selecting a name for a class pet). When kindergarten teachers offer a child centered classroom climate, students are more often on task and engaged in learning (Pianta et al. 2002). Successful self regulation means that a child can purposefully monitor him or herself. Children who can self regulate are able to control their social emotional and cognitive processes. The child can exert self control, think about what he or she is learning, consider alternate perspectives, and adjust the amount of mental energy needed based on a task s level of difficulty. Learning to self regulate requires daily participation in experiences that: involve children being regulated by a teacher or classmate, give children the opportunity to regulate others and provide opportunities for children to voluntarily practice regulating themselves (Leong et al. 2009).

5 5 Slide 16: Snapshot revealed that, in nearly three-quarters of the classrooms observed, whole group instruction was used for the more than 50 percent of the day, including nearly one-quarter of the classrooms relying almost exclusively on whole group instruction. Children in many classrooms were given little or no opportunity for choice or decision making. Projects or units that involve the integration of skills and subjects were not used by many teachers. Content area subject matter should be woven throughout the day s activities and occur during investigations. Activities with specific focus as well as open exploration should be happening in classroom learning centers rather than from reproducibles and seatwork. Dorothy Strickland (2006) stresses the importance of maintaining a balance between explicit instruction and informal learning by ensuring that the instruction is: active and consistent with how young children learn and goes beyond the acquisition of isolated skills to help learners strategically apply what they have learned. Slide 17 The content of in-depth learning experiences should be that which kindergartners can connect to and understand at their stage of development. This means that topics like penguins and dinosaurs, while intriguing to kindergartners, are not the best choices for long term projects, themes or investigations. Slide 18 The content of in-depth learning experiences should be that which kindergartners can connect to and understand at their stage of development. This means that topics like penguins and dinosaurs, while intriguing to kindergartners, are not the best choices for long term projects, themes, or investigations. Slide 19 Class Composition and Staffing: According to the American Educational Research Association (2003), small classes have the greatest impact when experienced in the early grades. Given the nature and needs of kindergarten children, it is optimal that a teacher assistant work alongside the teacher in any kindergarten classroom. New Jersey Administrative Code regulates classes of no more than twenty-five children and a full-time teacher (N.J.A.C. 6A:32); except for: Classes of no more that twenty-one children with a full-time teacher and a full-time teacher assistant in school districts with forty percent or more at risk students as defined in P.L. 2007, c.260. Staff Qualifications: Kindergarten teachers should have appropriate certification and experience teaching young children. Optimally, in districts with a high percentage of children

6 6 who are English language learners, the teacher will speak the predominant home language of the children. All teaching assistants should be proficient in basic literacy skills in English. Administrators who oversee early childhood programs should, if they don t have formal early childhood background, receive training in early childhood education. Facilities: Classrooms should have enough space to accommodate learning centers and for children to move about freely. Playgrounds with safe, age-appropriate equipment should receive regular maintenance. And, ideally, classrooms will have bathrooms with child sized toilets and sinks in or adjacent to the room. Health, Safety and Nutrition: Sanitation, including regular hand washing, should be a priority, along with nutritious choices for meals and snacks and daily opportunities for outdoor gross motor activities. School, Family and Community Connections: Research shows (Epstein 2002) that family involvement in children s education leads to better outcomes. The guidelines outline the important components for engaging families in the life of the school, while also understanding obstacles they face, enhancing their understanding of child development, assisting them in reaching their goals, and involving them in their child s educational experiences. Go to next two slides (20 and 21) to expand on readiness and transition. Slide 20 Kindergarten retention and families delaying entry to kindergarten are telling indicators that a kindergarten program is not in tune with the developmental needs of children (Graue 2009). The wide developmental range of entering kindergartners means that schools have an obligation to be ready for children with classroom environments and instruction that accommodates and differentiates for this age range. Slide 21 The transition team should include preschool personnel (school district employees and representatives from private preschool providers in the community), elementary school district personnel (including teachers, special services staff, bilingual services staff, curriculum coordinators, vice principals and principals), family representation and representation from relevant community agencies. The transition team should function with clear goals to ensure seamless supports for all children in preschool through third grade. A transition team facilitator should be appointed to ensure that meetings occur regularly, policies are thoroughly vetted and implemented and transition practices are reviewed annually.

7 7 The Classroom Teacher s Ongoing Role in Transition: Each teacher should meet regularly with other teachers and specialists within and across grade levels to discuss and implement appropriate standards, curriculum and assessments that are aligned both horizontally and vertically. Provide genuine opportunities for family involvement in their child s academic life, as well as in the classroom and in the school. Slide 22 The final section of the Guidelines is a how to. It puts theory into practice by detailing curriculum components, classroom space and scheduling. The section concludes with a vignette a narrative describing a high quality kindergarten day in action. Slide 23 We d like to firmly dispel the notion that play is a waste of time in school. The Alliance for Childhood s summary of their report, Crisis in the Kindergarten, describes the research showing that play builds competence in many domains. The report tells us that, Children who engage in complex forms of sociodramatic play have greater language skills than nonplayers, better social skills, more empathy, more imagination, and more of the subtle capacity to know what others mean. They are less aggressive and show more self-control and higher levels of thinking. The report emphasizes that, We now understand much better the kinds of rich experiences that young children need in order to become avid learners. Teachers need to understand the ways in which child-initiated play, when combined with playful, experiential learning leads to lifelong benefits in ways that didactic drills, standardized tests, and scripted teaching do not. Refer to the continuum pictured on the slide. Slide 24 Best practice includes these kinds of indicators: the classroom accommodates children with and without disabilities classroom furnishings are appropriately sized children s products emphasize individual work and are displayed at eye level children spend most of the day in small groups and hands on learning activities in classroom learning centers/areas activities are designed to cross curricular areas instruction is differentiated instruction is scaffolded teaching attends to children s social emotional development in conjunction with academic goals

8 8 Slides Slides provide visuals of a developmentally appropriate kindergarten classroom. There are no additional notes. Slide 34 Here you see a sample of a full day kindergarten schedule. Describe the schedule and components. Prior the presenting, you may wish to refer to Section Two of the Guidelines for more complete descriptions of the components of the day. Some important things to note: Slide 35 With 110 minutes of uninterrupted literacy time, the sample provided here meets the 90 minute literacy requirement for at risk districts in New Jersey. Guided reading should be used in addition to shared reading as the year progresses. Introduction of guided reading will be based on teachers observations of children s behaviors as they participate in literacy activities. Social studies and science experiences are incorporated with reading, writing, choice, investigations or project work, mathematics and outdoor activity portions of the day. Here you see a sample of a 3 hour kindergarten schedule. Describe the schedule and components. Prior to presenting, you may wish to refer to Section Two of the Guidelines for more complete descriptions of the components of the day. Some important things to note: Social studies and science experiences are incorporated with reading, writing, choice, investigations or project work, mathematics and outdoor activity portions of the day. As the year progresses, guided reading may occur during a portion of Choice Time, based on teachers observations of children s behaviors as they participate in literacy activities. Slide 36 Here you see a sample of a 2 ½ hour kindergarten schedule. Describe the schedule and components. Prior to presenting, you may wish to refer to Section Two of the Guidelines for more complete descriptions of the components of the day. Some important things to note: Social studies and science experiences are incorporated with reading, writing, choice, investigations or project work, mathematics and outdoor activity portions of the day.

9 9 As the year progresses, guided reading may occur during a portion of Choice Time, based on teachers observations of children s behaviors as they participate in literacy activities. Slide 37 The Guidelines encourage New Jersey s school districts to: Start conversations, building common ground with staff Use the APEEC to take a close look at what s going on in their kindergarten programs and the results as a starting point for implementing the kinds of best practice detailed in the Guidelines Look at their district s current professional development plan to see if the types of training staff receive needs to change Wrap their kindergarten efforts in a continuum that makes sense all the way through third grade. DOE s division of Early Childhood Education recommends that schools focus on results. Once consistently high classroom scores on APEEC are achieved, districts can turn to other tools that will help fine tune key program components: ELLCO (Early Language and Literacy Classroom Observation Tool), developed by Smith and Dickerson. Designed to provide a more discriminating look at the supports and strategies to foster language and literacy development in preschool through third grade classrooms and CLASS (Classroom Assessment Scoring System), developed by Pianta, La Paro and Hamre. An observation tool to assess classroom quality in pre-kindergarten through grade 3 based on teacher-student interactions in the classroom. CLASS covers emotional support, classroom organization, and instructional support. Slide 38 Change takes energy, focus and time. The early childhood years are different and deserving of a unified approach to developmentally appropriate programming. New Jersey s Kindergarten Guidelines provide the catalyst for steps to consistent high quality kindergarten programming across the Garden State. Slide 39 Module References: American Educational Research Association Class size: Counting students can count. Research Points Fall 1: (2). Graue, E Reimagining Kindergarten. Retrieved online: and notes from keynote address

10 10 Cultivating Today s Pre-K & K, at Creating Connections Conference, October 1, 2009, Rutgers University. Graves, B PK-3: What is it and how do we know it works? Foundation for Child Development Policy Brief, Advancing PK-3, No. Four, May Leong, D.J., E. Bodrova, B. Wilder-Smith, & R. Hensen Tools of the Mind Curriculum Project, Kindergarten Training Manual, 6th Ed. Denver, CO. Center for Improving Early Learning, Metropolitan State College of Denver. Pianta, R. C., K.M. La Paro, C. Payne, M.J. Cox, & R. Bradley The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal 102: Seplocha, H., & J. Strasser A snapshot of quality in Abbott kindergarten classrooms. William Paterson University, NJ. Strickland, D Language and literacy in kindergarten. In Gullo, D.F. (Ed.), K Today: Teaching and learning in the kindergarten year. Washington, DC: National Association for the Education of Young Children.