Arkansas New Child Development and Early Learning Standards Town Meeting Input Form

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1 Arkansas New Child Development and Early Learning Standards Town Meeting Input Form Date: Time: Location: The Arkansas Division of Child Care and Early Childhood Education, and the Arkansas Head Start State Collaboration Office are collecting stakeholder input to inform the revision of the state s new child development and early learning standards. The following questions seek your perspective on a draft of the new standards. All gathered information will be summarized and no information from any individual survey will be shared with state agencies. 1. What type of organization do you work for? Please check the box next to each organization type that applies to your organization. Head Start program ABC program Child care program Advocacy organization Professional development or technical assistance provider Institution of higher education Foundation or funder State agency Home visitation program K 3 setting Vendor I do not work Other 2. What role do you play in Arkansas early childhood community? Program administrator, director, or owner Early childhood teacher Early childhood assistant teacher Early childhood special educator Family child care provider Home visitor Professional development specialist/ta provider Professor/researcher/higher education staff Advocate Provider of medical services (e.g., health, mental health, dental services) Family member of a child birth to age five K 3 educator 1

2 Student or trainee in the field of early childhood Vendor Other You have been provided with a packet that contains a draft of the introductory material that will accompany the standards document, which is followed by drafts of some of the actual standards. The following questions ask you to provide input on the Child development Early Learning Standards. The introduction includes a description of the development process, the guiding principles that were used to create the standards, the organization of the standards, and the intended use of the standards. GENERAL INTRODUCTION 3. Do you have any comments or questions on the general introduction, description of the development process, or guiding principles? ORGANIZATION OF THE STANDARDS 4. As specified in the introduction, the new standards will cover the following areas of development and learning: Social and Emotional Development SE1. Relationships with Others SE2. Emotional Expression and Understanding SE3. Self-Awareness and Self-Concept Language Development LD1. Receptive Language LD2. Expressive Language LD3. Communication Skills LD4. English Language Development for Dual Language Learners Cognitive Development CD1. Approaches to Learning CD2. Executive Function CD3. Logic and Reasoning 2

3 Physical Development and Health PH1. Gross Motor PH2. Fine Motor PH3. Health, Nutrition, and Safety Emergent Literacy EL1. Enjoyment of Literacy Experiences and Understanding of Stories and Books EL2. Phonological Awareness EL3. Knowledge and Use of Books, Print, and Letters Mathematical Thinking MT1. Number Concepts and Operations MT2. Patterning MT3. Comparison, Measurement, and Ordering MT4. Geometry and Spatial Sense Science and Technology ST1. Scientific Inquiry ST2. Knowledge of Science Concepts ST3. Technology and Tools Social Studies SS1. Family, Community, and Culture SS2. Understanding of Time and Place Creativity and Aesthetics CA1. Music and Movement CA2. Drama CA3. Visual Arts CA4. Aesthetics Please provide any input you may have on the areas of development and learning addressed by these components, including the way they are organized. 3

4 5. As described in the introduction, the new child development and early learning standards will outline indicators for what a child should know or be able to do within different age ranges. The age ranges that we will use are: Birth through 8 months; 9 through 18 months; 19 through 36 months; 37 through 48 months; and 49 through 60 months. Please provide any input you have on these age ranges: INTENDED USES OF THE STANDARDS 6. Similar to the current standards, the revised standards will be used: to align curricula and assessments implemented in early childhood programs to ensure the most important areas of child development and early learning are being addressed in a developmentally appropriate way, as a professional development tool to support teachers in engaging in developmentally appropriate instruction, as a resource for families to better understand child development and early learning, and by state agencies as a guide to support the state s early childhood system-building efforts. Please provide any comments you may have on the stated purpose of the standards 4

5 OTHER FEEDBACK ON INTRODUCTORY MATERIALS 7. Do you have any other feedback on the organization or content of the introductory materials (e.g., is it clear? is it too/long or short? What s missing?) FORMAT OF THE STANDARDS 8. The groupings are as follow: Domains of Development and Learning Domain Component Learning Goals Indicators 5

6 After the introductory material in your packet, you will see samples of draft standards in the areas of social and emotional development, physical health and development, and emergent literacy. You will have a chance to provide feedback on the specific content of these standards, but first please share your initial reactions to the new format that we have used to present the progressions of development and learning. The new standards present a seamless birth-to-60-month progression of development and learning. This will ensure strong alignment between the expectations for infants and toddlers and those for 3-, 4-, and 5-year-olds, allow practitioners and families to see the foundational skills upon which later skills are built, and teachers to use one standards document for all children, even those with significant delays. As you will notice, some of the expectations within this learning goal are presented as bands that span multiple age ranges to represent the wide variability in development. Within these "bands" as children get older, it is expected that children will demonstrate these skills or expectations more frequently, with more accuracy, or more complexity. Below is an example of one of the progressions: 9. What are your initial reactions to this format? Please provide any input you may have on the new format of the standards. 6

7 CONTENT OF THE STANDARDS Within your packet, you have learning goals in the areas of a) Social and Emotional Development, b) Physical Health and Development, and c) Emergent Literacy. Please feel free to provide any specific feedback you have about the content of the learning goals within these areas. Social and Emotional Development 10. Please provide any input you have for the learning goals in this area, with reference to the name or the number of the learning goal (e.g., SE1.1 for Forms trusting relationships with nurturing adults ). Physical Health and Development 11. Please provide any input you have for the learning goals in this area, with reference to the name or the number of the learning goal (e.g., PH1.1 for Demonstrates locomotor skills ). 7

8 Physical Health and development (continue) Emergent Literacy 12. Please provide any input you have for the learning goals in this area, with reference to the name or the number of the learning goal (e.g., EL1.1 for Shows interest in literacy experiences ). 8

9 OTHER FEEDBACK 13. Is there any other input that you would like to provide that was not addressed by the survey questions? *** Thank you! We appreciate your feedback, the time taken out of your busy day, and all the work you do with and on behalf of Arkansas youngest children and their families. JC, KE, JG 9

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